Related Experiment Videos
Development and implementation of an objective structured teaching exercise (OSTE) to evaluate improvement in
Sarah Stone1, Kathleen Mazor, Sarah Devaney-O'Neil
1University of Massachusetts Medical School, Community Faculty Development Center, Department of Internal Medicine, Worcester, Massachusetts, USA.
Teaching and Learning in Medicine
|March 14, 2003
Summary
Faculty development programs are widespread, but their effectiveness is often unclear. An objective structured teaching exercise (OSTE) showed promise in evaluating teaching skills, particularly feedback prioritization and action planning.
Area of Science:
- Medical Education
- Faculty Development
- Teaching Skills Assessment
Background:
- Faculty development programs are common in medical education.
- Evidence for the effectiveness of these programs is limited.
- There is a need for reliable assessment tools.
Purpose of the Study:
- To develop and pilot an objective structured teaching exercise (OSTE).
- To develop and pilot a written test to measure feedback skills.
- To evaluate a faculty development program module using these instruments.
Main Methods:
- A separate-sample, pretest-posttest design was employed.
- Pilot testing of the OSTE and a written feedback skills test.
- Evaluation of a faculty development program module.
Main Results:
- Some significant differences were found between preworkshop and postworkshop groups.
- The OSTE showed higher scores postworkshop for prioritizing and limiting feedback.
- Higher scores were also observed for action planning postworkshop.
Conclusions:
- An OSTE may effectively measure changes in specific preceptor feedback skills.
- The OSTE appears sensitive to skills easily integrated into practice.
- Lack of change in other skills may indicate the need for more practice or a less sensitive measure.