# Adapting the one minute preceptor model to a Swedish context – clinical tutors’ experiences of its usage in primary health care

## TL;DR

This study adapts the One Minute Preceptor model for use in Swedish primary health care and finds that tutors find it easy to use and effective for clinical training.

## Contribution

The study introduces and adapts the One Minute Preceptor model to a Swedish primary health care context and explores tutors' experiences with it.

## Key findings

- Tutors found the model flexible, easy to use, and helpful for giving feedback and exploring students' reasoning.
- Tutors reported increased self-rated competence after using the model.
- The model is feasible to implement and scale up in interprofessional settings.

## Abstract

The One Minute Preceptor model is one of few models proven to be effective in clinical training and validated for teaching clinical reasoning and medical knowledge. It has been introduced to tutors from various health care professions and is considered easy to learn. It is, however, not well-known in Scandinavian primary health care, and studies introducing the model in this context are lacking. Moreover, qualitative studies exploring the views of tutors using the model are also lacking. The aim was therefore to adapt the One Minute Preceptor model to a Swedish context and to explore tutors’ experiences of applying it in a primary care setting. A qualitative method with quantitative elements was used.

A workshop was designed and held in interprofessional groups at various primary health care centres in Region Stockholm. Follow-up interviews were conducted. Data were analysed using qualitative content analysis. Furthermore, pre- and post-surveys were administered.

The results showed that the tutors believed the model to be flexible, and easy to use and adapt, and their self-rated competence increased. Moreover, they believed it could help them give feedback and explore the students’ reasoning. This is in line with previous research, but our study contributes by adding the tutor’s how perspective on how the model affects these key elements of clinical tutoring.

In conclusion, interprofessional workshops teaching the One Minute Preceptor model are readily held and may be feasible to scale up. Positive outcomes on clinical tutoring are likely; especially on feedback and clinical reasoning, where improvements are needed.