Effectiveness of the One-Minute Preceptor model for electrocardiography teaching during Phase I Physiology training: A pilot study

Introduction: Competency-Based Medical Education emphasizes active learning, early clinical integration, and learner-centered teaching approaches. However, Physiology teaching during the initial phase of undergraduate medical education often remains predominantly teacher-centered, limiting individualized feedback and development of clinical reasoning skills. The One-Minute Preceptor (OMP) model is a structured microskills-based teaching strategy widely used in clinical education, but evidence regarding its application in Physiology teaching remains limited.Materials and Methods: This interventional pilot study with a single-group pretest-posttest design was conducted among 30 first-year MBBS students in the Department of Physiology after institutional ethical approval. OMP-based teaching sessions on electrocardiographic changes in ischemic heart disease were conducted using paper-based clinical scenarios and electrocardiographic tracings. Pretest and post-test assessments were administered. Student and faculty perceptions were collected using expert-reviewed structured feedback questionnaires. Data were analyzed using descriptive statistics and paired Student’s t-test.Results: Mean scores improved significantly from 2.72 ± 0.91 in the pretest to 4.72 ± 1.19 in the post-test (p < 0.001). Most students perceived the sessions as interactive, structured, and useful for improving conceptual understanding, confidence, and clinical reasoning. Faculty members reported improved student engagement and better assessment of learner reasoning. Time constraints and variability in prior student preparation were identified as implementation challenges.Conclusion: The OMP model appears to be an effective and acceptable learner-centered teaching strategy for electrocardiography teaching in Phase I Physiology education and was associated with improved post-test performance. Selective incorporation within small-group teaching sessions may enhance active learning and clinical reasoning within the Competency-Based Medical Education framework. Larger controlled studies are needed to determine its effectiveness and generalizability.