在学生作为教师课程中观察到结构化的教学体验 (OSTEs)
Margaret R Mahoney1, Matthew E Gayoso1, Natasha A Belsky1
1Vanderbilt University School of Medicine, 2209 Garland Ave, Nashville, TN 37232 USA.
Medical science educator
|March 21, 2024
概括
这项研究为医学学生开发了一种观察结构化的教学体验 (OSTE),显示了提高教学自我效率和参与者接受度的提高. 需要进一步的研究来验证这种工具用于评估医学学生的教学技能.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 在研究生医学教育 (GME) 中,教学能力至关重要.
- 观察结构化的教学经验 (OSTEs) 评估居民的教学技能.
- 关于评估医学学生教学技能的文献有限.
研究的目的:
- 为医学学生开发和评估一个OSTE.
- 为医学学生的教学技能提供形成性反.
- 解决医疗教育早期评估教学技能的差距.
主要方法:
- 对医学四年级学生 (M4s) 进行了OSTE.
- M4s观察了一年级医学学生 (M1s) 与标准化患者.
- 使用修改后的斯坦福学院发展计划 (SFDP) 问卷进行了教学评估,并进行了自我有效性调查.
主要成果:
- 所有30名M4都完成了OSTE,该OSTE确定了教学优势和增长领域.
- 在医生评估者,M1s和M4s (p<0.001) 的SFDP得分中发现了显著的差异.
- M4s在OSTE后的自我有效性得分呈现出统计学上显著的增加 (p<0.001),具有很高的可接受性.
结论:
- 一个OSTE成功实施,并被认为是可以接受的医学学生.
- 在M4s,OSTE证明了提高教学自我效能.
- 进一步的研究应该验证OSTE用于评估医学学生的教学技能及其长期影响.
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