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Related Experiment Video

Updated: May 23, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Creating an objective structured teaching examination to evaluate a dental faculty development program.

Maureen McAndrew¹, William H Eidtson, Gaëlle C Pierre

¹College of Dentistry, New York University, New York, NY 10010, USA. mm154@nyu.edu

Journal of Dental Education

|April 5, 2012

Summary

This summary is machine-generated.

An objective structured teaching examination (OSTE) effectively assessed a dental faculty development program. Faculty teaching skills improved significantly after program participation, supporting faculty development initiatives.

Related Experiment Videos

Last Updated: May 23, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Area of Science:

Dental Education
Medical Simulation
Faculty Development

Background:

Faculty development programs aim to enhance teaching skills in dental education.
Assessing the effectiveness of these programs requires objective, performance-based measures.
Previous literature lacks studies on using objective structured teaching examinations (OSTEs) in dental faculty development.

Purpose of the Study:

To develop and evaluate an objective structured teaching examination (OSTE) for assessing the Advanced Clinical Teaching Scholars (Class ACTS) faculty development program at NYU College of Dentistry.
To measure changes in observable teaching skills among dental faculty after program participation.

Main Methods:

Developed a three-station OSTE utilizing trained dental student teaching assistants as standardized patients and students.
Administered the OSTE to faculty before and after participation in the Class ACTS program.
Analyzed OSTE scores and ratings across fifteen teaching domains.

Main Results:

Faculty OSTE scores and ratings demonstrated an increase in all fifteen assessed teaching domains post-program participation.
Statistically significant improvements were observed in nine out of the fifteen teaching domains.
This represents the first reported use of an OSTE to evaluate a dental faculty development program.

Conclusions:

The developed OSTE is a viable tool for assessing dental faculty development programs.
The Advanced Clinical Teaching Scholars (Class ACTS) program at NYUCD led to measurable improvements in faculty teaching skills.
The study supports the efficacy of NYUCD's faculty development efforts in enhancing teaching quality.