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Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters
Constance Tucker1, Beth Choby2, Andrew Moore3
1a Office of the Provost , Oregon Health & Science University , Portland , Oregon , USA.
Teaching and Learning in Medicine
|October 12, 2017
Summary
The Observed Structured Teaching Encounter (OSTE) offers valuable opportunities for medical students to practice giving and receiving peer feedback on professionalism. Experts discuss the significance of OSTE in developing essential professional skills.
Area of Science:
- Medical Education
- Professionalism in Medicine
- Peer Assessment
Background:
- Medical education emphasizes the importance of professionalism.
- Effective peer feedback is crucial for developing professional behaviors.
- Structured opportunities for practicing feedback are needed for medical students.
Purpose of the Study:
- To explore the utility of the Observed Structured Teaching Encounter (OSTE) for medical student peer feedback.
- To examine expert commentary on the role of OSTE in professionalism education.
Main Methods:
- Presentation of a research abstract from a medical education conference.
- Inclusion of integrative commentary from four experts.
- Focus on the Observed Structured Teaching Encounter (OSTE) as a pedagogical tool.
Main Results:
- OSTE provides a structured environment for medical students to engage with professionalism feedback.
- Expert commentary highlights the potential of OSTE to enhance the development of professional behaviors.
- The study underscores the complexity and value of peer feedback in medical training.
Conclusions:
- The Observed Structured Teaching Encounter (OSTE) is a valuable tool for teaching and assessing professionalism.
- Structured peer feedback within an OSTE framework can significantly benefit medical student development.
- Further exploration of OSTE's impact on professionalism is warranted.
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