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Developing an OSTE to address lapses in learners' professional behavior and an instrument to code educators'
Malathi Srinivasan1, Debra Litzelman, Roopa Seshadri
1Department of Medicine, University of California, Davis, School of Medicine, 4150 V. Street, Sacramento, CA 95817, USA. malathi@ucdavis.edu
Summary
Developing a reliable instrument to measure medical educators' responses to learner professionalism is crucial for faculty development. This study demonstrates that educators' reactions to lapses in professional behavior can be objectively defined and coded.
Area of Science:
- Medical Education Research
- Professionalism in Healthcare
Background:
- Assessing and providing feedback on medical educators' responses to learners' lapses in professional behavior is essential for faculty development.
- Traditionally, these educator responses have been perceived as difficult to observe and categorize objectively.
Purpose of the Study:
- To develop and validate an instrument for measuring medical educators' responses to learners' lapses in professional behavior.
Main Methods:
- A 22-item checklist was developed to describe educator responses to simulated learner lapses in professional behavior.
- Objective Structured Teaching Evaluations (OSTEs) were used to assess interrater and test-retest reliability of the instrument.
- Behaviors were classified by inference level, and script realism and educator effectiveness were evaluated.
Main Results:
- Educators' responses to learners' lapses in professional behavior were rated as moderately effective, with more experienced educators showing greater effectiveness.
- High interrater agreement (86% +/- 7%) was achieved in coding educator behaviors.
- Reliability decreased with higher inference levels, but the instrument demonstrated consistent coding of behaviors.
Conclusions:
- The developed instrument reliably defines and codes educators' responses to learners' lapses in professional behavior.
- This tool can provide objective feedback to faculty, enhancing their ability to address professionalism issues with learners.
- Objective assessment of educator-learner interactions is vital for improving faculty development in professionalism.