Q n 1.

Discuss the components of a standardized examination (5

marks)

ANSWDEFINITION AND EXPLANATION

 Is the examination that is administered and scored in

consistent or standard manner.
 A standardized examination are designed in such a
way that the questions, conditions for administering,
scoring procedures and interpretations are consistent.
 It is administered and scored in a predetermined
standard manner.
 Any examination in which the same test given in the
same manner to all students or learners is a
standardized examination.
 Standardized examination do not need high stakes
examination, time limited examination or multiple
choice questions.
Components (Difficult to establish, you may find and we share, but
some commented that components of standized examination are the
same as those of contents of TBP)
Q n 2 Explain the 5 Components of a Typical Standardized Patient
Encounter

ANSW

Standardized Patient or Simulated Patient or (SP) (also known as a

Patient Instructor), in health care setting

– Is an individual who is trained to act as a real patient in

order to simulate a set of symptoms /sign in a standardized
way.

– May also be taught to report on the examinee

action/behavior, to teach and to provide feedback.

COMPONENTS

1. Introduction to the Encounter (Opening Scenario).

 To introduce the clinical material and provide instructions

to the trainee regarding the task , a brief description of
the encounter is provided in either writing or verbally.
 Depending upon the goals of the SP exercise, the
background may information provided may be brief or
detailed.

2. Standardized Patient Encounter

 The trainee interacts with the SP by for example

interviewing, physical examination, reviewing laboratory
results or counseling

3. Recording or scoring of SP Encounter

  Recording or scoring of the trainee performance-live-by
the performing SP, faculty observer, trainee peer or
videotaping

4. Post-Encounter (or Inter-station) activities

 Exercises are often included to enhance the clinical

authenticity of the case or to allow for the expansion of
competence domain being evaluated

5. Evaluation

 Case specific content checklists (ie history taking

questions that should be asked) can be used to determine
whether the trainee met the expected performance
standards for data gathering.

Q n 3.List 6 main learning theories. Choose 3 and briefly explain

them with critique .

ANSW

6 main learning theories

• Behaviorism
• Cognitivism
• Social Learning Theory
• Social Constructivism
• Multiple Intelligences
• Brain-Based Learning

Bolded ones are chosen

(a)Behaviourism

• John Watson (1878–1959) coined the term "behaviorism and

confined it to observable and measurable behavior:

• Behaviorists view the learning process as a change in behavior

• Learning is defined by the outward expression of behaviors

(competencies developed)

• Focuses solely on observable behaviors

• A biological basis for learning

• Learning is context-independent

• For behaviorism, learning is the acquisition of a new behavior

through conditioning.

 Classical conditioning - Pavlov

 Operant conditioning - Skinner

Classical conditioning A stimulus is presented in order to get a

response: SR

• Examines the phenomenon objectively using Experiments

• 3 stageS
UCS(food)UCR(salvation)
UCS(food+bell)UCR(salvation)
CS(bell)CR(salvation)

Operant Conditioning
-The response is made first, then reinforcement follows

• Reinforcement:

– the process by which a stimulus increases the probability

that a preceding behavior will be repeated

• Reinforcer:

– any stimulus that increases the probability that a preceding

behavior will occur again

• Positive Reinforcer

– added to the environment that brings about an increase in a

preceding response

• Negative Reinforcer

– unpleasant stimulus whose removal leads to an increase in

the probability that a preceding response will occur again in
the future

Critiques of Behaviorism

 Does not account for processes taking place in the mind that
cannot be observed (cognitive aspects)
 Advocates for passive student learning in a teacher-centric
environment
 One size fits all!!
 Knowledge is given and absolute

(b)Congnitivism
• Grew in response to Behaviorism
• Knowledge is stored cognitively as symbols (the inner mental
activities)
• Learning is the process of connecting symbols in a meaningful
& memorable way
• Studies focused on the mental processes that facilitate symbol
connection

• Discovery Learning - Jerome Bruner 1.Bruner said anybody

can learn anything at any age, provided it is stated in terms
that they can understand. 2. Powerful Concepts (not isolated
facts) can be

 a. Transferred to many different situations

b. Only possible through Discovery Learning

c. Confront the learner with problems and help them

find solutions. Do not present sequenced materials.

• Meaningful Verbal Learning - David Ausubel  New material

is presented in a systematic way, and is connected to existing
cognitive structures in a meaningful way. When learners have
difficulty with new material, go back to the concrete anchors
(Advance Organizers). Provide a Discovery approach, and
they’ll learn
Critiques of Cognitivism

 Like Behaviorism, knowledge itself is given and absolute

 Input – Process – Output model is mechanistic and
deterministic
 Does not account enough for individuality
 Little emphasis on affective characteristics

© Social learning theory

• Grew out of Cognitivism (Albert Bandura).

• Learning takes place through observation and sensorial

experiences

• Imitation is the sincerest form of flattery

• SLT is the basis of the movement against violence in media &

video games

Learning From Models -Albert Bandura

1. Attend to pertinent clues

2. Code for memory (store a visual image)

3. Retain in memory

4. Accurately reproduce the observed activity

5. Possess sufficient motivation to apply new learning

Research indicates that the following factors influence the strength of
learning from models:

1.How much power the model seems to have

2. How capable the model seems to be

3. How nurturing (caring) the model seems to be

4. How similar the learner perceives self and model

5. How many models the learner observes

Four interrelated processes establish and strengthen identification

with the model:

• Children want to be like the model

• Children believe they are like the model
• Children experience emotions like those the model is feeling.
• Children act like the model.

Critiques of the SLT

 Does not take into account individuality, context, and

experience as mediating factors
 Suggests students learn best as passive receivers of sensory
stimuli, as opposed to being active learners
 Emotions and motivation not considered important or
connected to learning
Q n 4 List the contents of a Test Blue print

ANSW

Defn  QN 9

Contents

 The test content – topics to be tested in terms of learning

outcomes 
 The proportion of allocation for cognitive, psychomotor and
affective domains according to Bloom’s taxonomy
 Reflection of the length of time given to teaching each
topic/learning outcome and its relative importance in the
curriculum/profession
 The number of test questions – according to the test format 
 The difficulty level of each question – easy, medium and
difficult.

Qn 5. What is SNAPPS and what does the acronym stand for? (6

marks)

ANSW

Definition 
 A Learner-Centered Model for Case Presentations.
 Learner-initiated, Learner-directed and Learner-
centered

SNAPPS stand for

 • Summarizes history and physical

• Narrows differential diagnosis to 2-3 possibilities

• Analyzes differential by comparing & contrasting possibilities

• Probes preceptor by asking questions about uncertainties,

difficulties, etc

• Plans management for patient care

• Selects issue for self-directed learning

Qn 6. Name an active and passive teaching methods (4 marks)

ANSW

Active

 Simulationrole play, Artificial models, Standardized patients

 Discussionssmall group/large group
 Debating
 Problem-based learning
 Formulating questionnaire
 Group work
 Brainstorming
 teaching

Passive
  Lecture
 Audiovisual material
 Reading

Qn 7. Discuss the factors to consider when selecting a method of

instruction (9 marks)

ANSW

 The intended learning outcome.

 Objectives to be covered and its contents
 Level of the learners
 Availabilities of resources- Human, material and
sometime financial resources.
 Learners needs

Q n 8.Briefly describe the challenges of teaching a large classes and

highlight strategies you could use to scope (10 marks)

ANSWREFER QN 40
Qn 9 An examination without a blue print is like flying a plane without
a compass. Appraise this statement drawing a varied examples, facts
and figures (10 marks)

ANSW

• Blueprint = detailed plan/ map etc

• Blueprint = fundamental document that

guides execution of a process

- TBP: Essentially a tool to guide examiners in TEST/EXAM

making.
- Also known as Test Blueprint or Test Specification Table
- Matches the objectives and competencies learned and the
relative weight needed
- Table of the number of questions you want in your exam within
each topic and level of objective
 • Exa mp le of a TBP cont d ..
TP Bs ha ve d iffe re nt form a t s
Ma y includ e le vel of com p lexit y t o ca t e r for e xa m p a ssing ra t e

Na me /Course Code of Te st……………

Deg re e/Yea r ……………………………..
Da te ……………………………………….
Topics to be Ta sted ……………………

To t a l
Le a rning Bloom ’s cog nit ive le ve l
ou t com e ( Top ics)
Know led ge
Ea sy Com p re he nsion Ap p lica t ion

M e d iu m

H a rd

Ea sy

M e d iu m

H a rd

Ea sy

M e d iu m

H a rd
1. Live r a nd 1 2 0 1 2 1 2 3 1 13
he p a t ob ilia ry
syst e m ( 6hr)
2. P e rit one um 0 1 0 1 1 1 1 2 1 7
a nd om e nt a ( 3hs)
3. Sp le e n a nd 0 2 1 1 2 0 1 2 1 10
a b d om ina l
lym p ha t ics ( 4hrs)

Defiine Blue Print, Test Blue Print and include Componets of TBP then draw tha table to show
level of Brooms Toxonomy
 Importance of TBP
 Helps balance the desired coverage of topics with level/ of
objective.
 Test development without blueprint – no clear direction
 Certain objectives may be overlooked or over emphasized
 Danger of testing what was not taught

Q n 10 List general techniques for Use in Small and Large Group

teaching

ANSW

 Silent Reflection
 Three Minutes Each Way
 Rounds
 Buzz Groups
 Syndicates
 Brain Storms
 Snowballing/ Pyramiding
 Crossovers
 Fishbowls
Q n 11. List advantages (strengths) and disadvantages of essay
questions (4 marks)

ANSW

Advantages

 They are easier to design than multiple choice items

 Essay items are the best measures of students’ skills in
higher-order thinking and written expression

Disadvantages

 More difficult and time consuming to score

 Suffer from unreliable grading (grades on the same
response may vary from reader to reader and from time
to time by the same reader)

Qn 12. List 5 factors that multiple choice question should be quality

checked for using a specific examples (10 marks)

ANSW

 Each item should focus on an important concept

 Each item should assess the application of knowledge not
recall of an isolated fact
 The stem of the item must pose a clear question and should
be clearly and concisely worded.
 All distracters (incorrect options) should be homogeneous
 Avoid “technical item flaws” that provide special benefit to
test-wise examinees or that pose irrelevant difficulty
Q n 13 List 6 advantages and 5 challenges and strategies of solving
the challenges of small group teaching

ANSW

Advantages

1.Transfer of knowledge by allowing learners to:

 connect new information to what they already know

 Be actively involved in learning

 Practice applying their ideas in different contexts

 Clarify, refine, and present their ideas

 Apply concepts and practice skills

2.Foster Higher-level cognitive skills

3. Promote greater retention

4.Allow teachers to diagnose gaps in learning, and provide helpful

feedback

5.Increase team work

6.Increase motivation by participation

7.Facilitate changes in attitudes due the inputs of group members with

different perspective
Challenges

 Cost in terms of time and man power

 Amount and level of content to be covered
 Quality of teaching can be inconsistent
 Group dynamics can be a challenge to manage
 Can’t guarantee consistency in learning

Strategies to overcome

 Time management
 Getting the students involved
 Keeping the students awake
 Keeping the students interested
 Teaching the information
 Make it fun

Q n 14 Explain the strategies to help students learn in small Group

ANSW

1.Get to know the names of the students in your groups. They will
regard the tutorial as more important if they feel that you know them,
and that you will notice if they are not present

2. Tell them what to expect. Students new to universities may find the
whole concept of a seminar or tutorial unfamiliar and frightening. Help
them understand the difference in purpose between a lecture and a
small group session.
3. Give them time to think. Students often require time to get their
ideas together. Don't expect an immediate response, but allow them
time to write down their ideas for a few moments before expecting
them to begin a discussion.

4. Brief students in advance of the topics to be covered in forthcoming

small group sessions. Give them something specific to prepare for each
class, and spend some (but not all) of the time letting them share and
discuss what they have prepared. Always have something up your
sleeve for students to do or discuss during tutorials, for those occasions
when none of the students brings questions or problems.

5. Give students activities to help them integrate the material in

lectures with the rest of their experiences on the course. Help them to
understand how to apply theoretical material to practical contexts.

6. Delegate activities. As the course progresses, brief individuals (or

small groups) to prepare for forthcoming seminars, for example to give
a 15-minute review of a topic, then open it up for discussion (with you
as an expert witness only when needed).

7. Agree ground-rules for seminars. These can include things such as

punctuality, contribution, preparation, and record- keeping. If, for
example, students take turns preparing a short resume of what was
covered in seminars, each member of the group gradually builds up a
supplementary set of learning resource materials.

8. Use seminars for appropriate parts of assessed coursework. All

kinds of tasks can be undertaken in small group sessions that can count
towards a final assessment including assessed presentations, class
tasks, work sheets and poster displays.

9. Involve them in assessing themselves and each other. The smaller

groups involved in seminars can more easily participate in self-
assessment and peer-assessment processes, giving students the chance
to gain a detailed perspective of the sort of assessment criteria which
may be involved in later exams.

10. Use small group sessions to build flexibility into the overall course.
For example, give students choices from which to select the exact
topics and formats of their forthcoming contributions. It can often help
to invite an 'expert witness' from outside the course to contribute to
particular seminars that students themselves have requested. Indeed
the students themselves can be given the task of finding such a person.
11. Use other students as proctors. It can be useful to bring in, for
example, third-year students to lead a series of seminars with first-year
students. The more-experienced students can often explain things in a
more understandable way than someone like

yourself who has probably 'known them for a long time'. Additionally,
explaining things to less-experienced students is one of the best ways
of deepening their own understanding of the topics they're explaining.
12. Experiment with ways of trying to keep everyone involved in
seminar sessions. For example, asking students to write questions (or
conclusions) on pieces of paper or overhead transparencies can
overcome the problem of some students talking too much while others
hardly talk at all.

13. Recognise that some students may be quite shy. Avoid being too
heavy handed in your persuasion to participate in seminars, especially
near the beginning of a course when they may be feeling insecure, and
when they may take even slight embarrassment too seriously.

14. Be sensitive to gender and culture issues. For some students, it is

really difficult to challenge the tutor or speak out in the presence of
others. Use tact to help students take an active part in whatever way
they feel most comfortable, for example, by asking them to write things
down sometimes rather than speak aloud.

15. Come quickly to the rescue if particular students seem seriously

uncomfortable as they contribute to a seminar. Get to know which
ones are 'robust' enough to weather any difficulties, and which ones
will appreciate your helpful intervention. 16. Get students talking to
each other using non-threatening icebreakers. Build up your own stock
of short icebreakers, so that you can regularly start off a seminar
session in an informal 'fun' way.

17. Discuss with students the value they can derive from seminars, and
particularly help them to see that the more they contribute to
seminars, the more they will learn themselves.

18. Ensure that students don't undervalue seminars. Don't let them fall
into the trap of thinking that because seminars are less formal than
lectures, they are less important. In lectures, explain now and then that
'the important issues here will form the basis of your seminars in the
next week or two'.

19. Allow students to participate in different ways. Vary the activities

so those students can make their contributions in a discussion, in
presentations, as an individual or as a member of a group.
20. Use seminars as an opportunity to present alternative views. Having
used the lecture as an opportunity to describe one particular

Q n 15 explain the ways to help students participate in small group

teaching

ANSW

 Use questions more effectively (e.g., use Blooms Taxonomy for

eliciting higher level responses and avoid closed questions)
 Learn how to develop good handling of quieter and dominant
students
 Be aware of Learning styles of students
 Use discussion groups
 Use task groups
 Use problem based learning groups
 Use role play and simulation

Q n 16 How to site in mendley (last year qn)

Q n 17 Difference between referencing and bibliography(last year qn)

Q n 18 Difference between Harvard and Vancouver style of

referencing(last year qn)

Q n 19. You have found an article on the web in foreign language and
you have already translated some messages known it to yourself on
owned and you have language translator such as Habelfish to
translate to English. What do you do? (2 marks)
Q n 20. You had a brilliant brain wave about the short story you are
writing an essay about. But when reading the short story, you were
that the same idea is mentioned. It was your own idea too, so do you
need to reference it. (2 marks)

Q n 21. What do you think is wrong, if anything, in the following

passage from the student paper? In 1984 Matisse came under the
influence of Signac’s use of separated colours in his paintings. This
was called “divisionism”. As Sparling says: “Divisionism provided
logical grounds for separating the ultimate goal of panting-order,
harmony, emotional stability achieved through rhythmic
compositions of form and colour from its traditional dependence on
the subject. This was important idea to Matisse (2 marks)

Q n 22 . do you think the following passage from the student is

suspicious? If so, why? Landscapes are made up of things that work
together to make them look good or bad. We have to think about
them to understand the landscapes. Depending on how we see the
objects – our distance from them, for example, we can treat them as
one fewer basic elements – a point, a line, a plane or volume. These
relate to the dimensions found in Euclidean geometry. As such they
can be regarded as simplifications of real world, which tends to
display a rather more complex type of geometry called “fractal”
geometry. An example is when we see things from the distance we
think of them as points, especially when there is nothing else in the
landscape. (2 marks)
Q n 23. You are doing a paper on death and dying and in the course of
your research you have talked to your family friend whose child
recently died. You want to include something she said to you,
although it is not a quotation. Do you have to reference this, and if so,
how would you do it? (2 marks)

Q n 24. You like the examples or illustrations several authors have

used to prove a point and want to pull them all together and use
them in your own paper in a list. What ought you to do? (2 marks

Q n 25 list any 5 components of effective communication

ANSW

 Should be complete
 Should be brief
 Should be clear
 Should be timely
 Must be audible
 Visual focusmaintain eye contact

Q n 26 List 4 most important characteristics(Aces) of a great lecture

ANSW

1. Outcomes-based teaching (what do you want the learners to be

able to do?),

2. Clarity (use of visuals, explanations, keeping it simple),

3. Engagement (encouragement of active learning, dialogue,

variability, relating to the needs of the audience), and

4. Enthusiasm (passion, body language, intangible qualities).

Q n 27 outline components of effective power point presentation

ANSW

 Should be interactive, including involving the learners

 Should have a lot of examples
 Should not be slide dependent
 Should not be congested
 Should have a lot of pictures and not words
 Effectively use: Voice, Movement, Gestures, Eye contact, Humour
 Be prepared Memorize what you’ll say during…Introduction,
Transitions and Conclusion
 Answering questions Listen to the whole question, Repeat the
question (so everyone hears it), Take a moment ,Give a thoughtful
and respectful answer, Not knowing is OK

Q n 28 List as many different methods as you can for creatively getting

your audience’s attention (question from class presentation)

ANSW

• Engage audience by asking questions

• Provide class exercise
• Use ways to get responses to MCQs e g flash cards/clickers
• Encouragement of active learning
• Dialogue
• Variability
• Relating to the needs of the audience
• Interesting topic and relevant topic to audiance
• Use of diagrams/visual
• You should be presentable(dress properly)
 • Good language command
• Managing time

Q n 29 List set of things to consider when preparing power point for

presentation

ANSW

 Colour Choices matterBeware of light colors on light

backgrounds AND Beware of dark colors on dark backgrounds
 Font Choices matteraerial, font > or = to 24
 Roll around each slideTelling and showing
 Avoiding PowerPoint-itisspecial effects/A laser pointer with a
mind of its own
 2minutes per slide

Q n 30 Bloom (1956) proposed that knowing is composed of six

successive levels arranged in a hierarchy .Discuss

ANSW
Q n 31 With examples explain 3 Categorisation of methods by
‘domains of learning

ANSW

Cognitive domain: concerned with knowledge. Methods might include

lectures, small group work, problem solving tasks, research etc

Psycho motor domain: concerned with skills. Methods might include

demonstration, individual practice, coaching etc

Affective domain: concerned with attitudes. Methods might include

discussion, case studies, role play, simulation etc.

Q n 32 List types of feedback. What are Characteristics of Effective

Feedback?

ANSW

Types of feedback

• Brief feedback - 2-5 minutes On a clinical skill

• Formal feedback - 5-15 minutes On a presentation, involves a
dialogue
• Major feedback - 15-30 minutes Scheduled mid-point through
a learning experience

Characteristics of Effective Feedback

 Well timed and expected

 Based on first hand data
 Regulated in quantity
 Phrased in descriptive language, based on specific remediable
behaviors
  Should be undertaken with teacher and learner working as
partners, with common goals

Q n 33 What is OSCE?.List the components in preparation of OSCE.

What are the Advantages and disadvantages of OSCE?

ANSW

OSCEObjective Structured Clinical Examination

• It is a method of evaluating student’s clinical competence in a

planned, structured with well defined objectives.
• These may be a small component of a larger clinical
competence e.g history taking , examining the pulse or even
interpretation of a laboratory investigation

Preparations for OSCE

• Selection the examination committee

• The examination Coordinator
• Lists of Skills, Behaviors and Attitudes to be Assessed
• The examinees
• The examiners
• The examination Site
• Examinations Station
– number of stations determines time for the whole exam
– duration of station depend on the competencies to be
assessed
Advantages

• Provides a opportunity to test a student’s ability to integrate

– knowledge,
– clinical skills, and
– communication with the patient
• Provides the faculty with an assessment tool that is custom-fit
to the goals of a specific education program
• Renders an occasion for individualized instruction and
feedback
• Offers an additional parameter by which to evaluate student
performance

Disadvantages

• Development and administration are time consuming and costly.

• Offers opportunity for compromised test security

• Provides assessment of case-specific skills, knowledge, and/or

attitudes

Q n 34 Simulate/standardize patients in clinical setup what do they

measure to the students. (Skills, behaviour and practice)

ANSW

- History taking
- Physical examination
- Patient communication
- Professionalism
- Application of medical knowledge
- Self-directed learning
Q n 35 What are Characteristics of a good MCQ and what they are
measuring with regard of Millers pyramid of learning.

ANSW

Characteristics of good MCQ

- Use clear and concise language
- Testing single concept or fact
- Are not humorous (funny) or outrageous(disgraceful)
- Specific and not ambiguous language.

They are used to measure:-

- Remembering
- Understanding
- Applying
- Analysis
- Evaluating

Q n 36 Test blue print, How is it prepared & importance of using blue

print

Q n 37 Differentiate between lecture and small group discussion

Lecture Small group discussion

Planning Prepare PPT Knowing learners name,
assign task among learners
Mode of whole Round table,
facilitation
Time Less time consumed Takes long time to
 consuming facilitate a group
discussion
Sitting Hall Round table
arrangemen
t
Student Less interactive Interactive
mode

Q n 38 Teaching methodology for small/ medium and large class their

superiority and inferiority.

- For small group (Small group discussion, can be either mini

lecture, Role play, Problem based learning and case
discussions)
- Medium and large (Seminar, Lecture, workshop, Case scenario,
PBL etc)

Q n 39 How can we measure feedback do differs with regard to Millers

pyramid of learning (theory & practical) (Skill, Practice and behavior)

• Well timed and expected

• Based on first hand data
• Regulated in quantity
• Phrased in descriptive language, based on specific remediable
behaviors
• Should be undertaken with teacher and learner working as
partners, with common goals

Q n 40 Briefly describe the challenges for teaching a large class and

highlight the strategies to cope.

Challenges.
 - The students are passive in nature
- It fosters the lower levels of cognitive
- Upon lecturing doesn’t give the chance to diagnose the
learners
- Difficult class room management
- Some students may not learning
- Students involvement
- Keeping the students awake
- Keeping the students interested.

Strategies to cope:Teaching by focus the following:-

• Outcomes-based teaching, Clarity, Engagement and

Enthusiasm by effective use of
– Voice
– Movement
– Gestures
– Eye contact
– Humour

 Good learning environment

 Motivational context: intrinsic motivation, students need to
see both learning goals and learning processes as relevant to
them, to feel some ownership of course and subject.
 Learner Activity: students need to be active not passive, deep
learning is associated with doing rather than passively receiving.
  Interaction with others: discussion with peers requires students to
explain their thinking, this, in turn, can improve their thinking.
 A well structured knowledge base: the starting point for new
learning should be existing knowledge and experience. Learning
programmes should have a clearly displayed structure and
should related to other knowledge and not presented in
isolation.

Q n 41 Explain with an example on how to prepare checklist for OSCE

(CHECK IN HANDOUT)

Q n 42 Prepare a blueprint of 50% total mark (10 marks)

Q n 43 SNAPPS and One Minute Preceptor (OMP), both is tool used to

measure or judgement for learners’ skill and knowledge.

a) Write a similarity and differences between SNAPPS and OMP (4

marks)
b) Write the steps of each (6 marks: 3 for SNAPPS & 3 for OMP)

ANSW
 Write a similarity and differences between SNAPPS and OMP

Similarities

• Both are learner-centred model

• Both have preceptor and learners

Differences

• Preceptors show improved feedback after OMP workshop

unlike in SNAPPS
• Students and residents rate OMP trained residents higher on
getting a commitment, feedback, motivating learners but
SNAPPS look into higher on overall teaching effectiveness
• Students prefer the OMP and learning about natural
presentation of disease unlike SNAPPS
• OMP is brief unlike SNAPPS

Write the steps of each (6 marks: 3 for SNAPPS & 3 for OMP)

OMP

One Minute Preceptor (OMP)

Definition of OMP
Learner-centred approach to teaching case presentation skills.
Requires the preceptor to follow five steps:
1.
2. FIVE (5) STEPS OF OMP
1. Get a commitment from the learner. 
Ask “What is the likely diagnosis in the case being presented?”
2. Probe for supporting evidence/underlying reasoning. 
Ask “What supports/contradicts this diagnosis?”
3. Teach general rules about the topic.
4. Reinforce what was right with the learner’s diagnosis, thought process,
information gathering, etc. Provide positive feedback.
5. Correct mistakes with suggestions on how to approach a similar situation
 next time.

Use:
Offers preceptors a window into a learner’s thought process and clinical
reasoning around an encounter. It can be adapted to all levels of training.
Provides the opportunity to give regular feedback in parallel with
teaching pearls in the clinical environment.

Evidence:
1. OMP model does not take more time than traditional teaching methods
2. OMP more effective and efficient than traditional teaching methods
3. No difference in ability to use model, satisfaction with using the model,
or efficiency of this approach between experienced and novice
preceptors
4. Provides preceptors with greater confidence in rating learners’ abilities

Practicality/Feasibility:
During busy ambulatory clinics it is an efficient teaching method.
All levels of learners benefit from the technique.

1) Get a commitment

– “What do you think is going on?” “What do you want to do

next?”

– Encourages learner to process further

2) Probe for supporting evidence

– “What else did you consider?” “How did you rule those
things out?”

– Assesses learner’s knowledge and thinking process

3) Teach a general principle

– “Decreased breath sounds on lung examination are

concerning for a pneumothorax”
 – Can be about symptoms, physical findings, treatment,
resources, etc.

– Allows learning to be generalizable to future cases

4) Reinforce what was done well

– “Your presentation was well organized and concise”

– Reinforces good behaviors

– Being specific is important

5) Give guidance about errors or omissions

– “It is important to include an oxygen saturation when

considering certain lung processes”

– Corrects mistakes and forms foundation for improvement

– Again being specific is key

STEPS IN OMP AND SNAPPS

SNAPPS

1 Summarize briefly the history and findings

.

2 Narrow the differential to 2–3 relevant possibilities

.
3 Analyze the differential by comparing and contrasting the possibilities
.

4 Probe the preceptor by asking questions about uncertainties, difficulties, or

. alternative approaches

5 Plan management for the patient’s medical issues

.

6 Select a case-related issue for self-directed learning

.

One-Minute Preceptor (OMP) (Six Microskills)

1 Get a commitment
.

2 Probe for supporting evidence

.

3 Teach general rules

.

4 Reinforce what was right

.
5 Correct mistakes
.

6 Identify next learning steps

.

SNAPPSlook QN 5

Q n 44 Write how you can give 10 minutes power point presentation

to the large group presentation (10 marks)

ANSWLOOK QNS ABOVE

Q n 45 (a) Prepare the instruction that would allow the trainee to

conduct the OSPE (4 marks)

(b) Prepare the check list for scoring the OSPE (6 marks)

(CHECK IN HANDOUT OF OSPE)

Q n 46 List ten strengths of easy question (10 marks)

ANSWLOOK QNS ABOVE

Q n 47 Read the article and answer the question. The article was
about less than five years preventive malaria and treatment. Question
writes 5 key words that you can use to search and obtain the same
article in the internet. (2 marks @)

Q n 48 Mendeley and MCQ criticises (@ 2 marks) you read the

situation then you criticises according to The Five Basic Rules for One-
Best-Answer Items from lecture L11