The Microskills Teaching Model

The microskills teaching model consists of...

Precepting pearls on using microskill techniques...

Negotiate up to five specific objectives the learner can achieve during the time with you in addition to the formal objectives of the rotation.
Make it clear from the beginning what you expect from the learner in each patient encounter and what it is reasonable for them to expect from you.
Include time in your expectations. Learners must have sufficient time to do a good job but must gain a realistic perspective of the pace of patient care expected in practice.
Allow, or even force, the learner, to present the patient situation without interruption.
Force a commitment and the articulation of supporting evidence before critiquing the presentation.
Teaching includes indicating references and study materials as well as telling the answers.
It’s okay for either preceptor or learner to say "I don’t know", as long as the next step is to actively address the problem (e.g. by seeking the missing knowledge, re-analyzing the situation) and actively learning from the situation.
Provide both reinforcement of positive actions and constructive correction of mistakes or misconceptions.
Coach and enjoy!