Developing an OSTE to Address Lapses in Learners’ Professional Behavior and an Instrument to Code Educators’ Responses

Srinivasan, Malathi; Litzelman, Debra K.; Seshadri, Roopa; Lane, Kathleen Lynne; Zhou, Wei; Bogdewic, Stephen P.; Gaffney, Margaret M.; Galvin, Matthew R.; Mitchell, Gary; Treadwell, Patricia; Willis, Lynn R.

doi:10.1097/00001888-200409000-00017

Cited by 17 publications

(3 citation statements)

References 14 publications

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“…A few preliminary studies have shown promising evidence for the reliability and validity of multisource observations to measure professionalism in controlled settings. 25,26 Although studies suggest that reasonable reliability can be achieved with multisource feedback, its validity remains to be established in authentic educational settings.…”

Section: Injuly2001theaccreditationcouncilmentioning

confidence: 99%

Perspective: The ACGME Toolbox: Half Empty or Half Full?

Green

Holmboe

2010

Academic Medicine

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The Accreditation Council for Graduate Medical Education Outcome Project changed the currency of accreditation from process and structure to outcomes. Residency program directors must document their residents' competence in six general dimensions of practice. A recent systematic review, published in the March 2009 issue of Academic Medicine, concluded that the instruments currently available are psychometrically inadequate for evaluating residents in five of the six competencies.In this perspective, the authors refute the findings of this earlier review. They demonstrate that the review's search strategy was limited, failing to capture many important evaluation studies. They also question the appropriateness of the analysis of the included articles, which focused, to the exclusion of other important properties, on an instrument's ability to discriminate among residents' performance in the six competencies.Finally, the authors argue that the problem is not the lack of adequate evaluation instruments but, rather, the inconsistent use and interpretation of such instruments by unskilled faculty. They urge the graduate medical education community-if it is to realize the promise of competency-based education-to invest in training for faculty evaluators rather than waiting for new instruments.

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Section: Injuly2001theaccreditationcouncilmentioning

confidence: 99%

Perspective: The ACGME Toolbox: Half Empty or Half Full?

Green

Holmboe

2010

Academic Medicine

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“…2 There have been several publications with an emphasis on defi nition and assessment. 3,4 Methods of addressing unprofessional behaviour have ranged from monitoring and feedback performed by faculty staff to workshops and discussion sessions, as well as role-playing exercises, to name just a few. 5 Peer evaluations have become a valuable addition to professional assessment.…”

Section: Empowering Trainees To Address Eachmentioning

confidence: 99%

Empowering trainees to promote professionalism

et al. 2017

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There was a significant increase in the number of unprofessional incidents identified after the OSCE (pre-OSCE, 1.12 per resident; post-OSCE, 1.69 per resident; t = 2.27, p = 0.029). Of the 72 incidents at baseline, 43 per cent were addressed directly and 43 per cent of those had a satisfactory resolution. Of the 71 incidents described 6-12 months later, 61 per cent were addressed directly and 79 per cent of those had a satisfactory resolution. Trainees were more likely to address rather than to report unprofessional behaviour χ (2, 58) = 13, p = 0.001. Empowering trainees to address each other's unprofessional behaviour can help promote a culture of professionalism DISCUSSION: The intervention had a significant impact on the percentage of trainees that addressed any observed unprofessional behaviour, and the rate of satisfaction after doing so. It did not change the percentage of cases that were neither addressed nor reported.

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“…Cases regarding ability to engage in discussions regarding lack of student initiative, rude behavior towards other healthcare professionals and patients, not completing assignments and tasks on time, and argumentative behavior towards a faculty member have also been described. 3,9,11,12 Ultimately, the selection of skills and behaviors for OSTE depends upon the type of learner (faculty, resident, or preceptor) and the purpose of the OSTE (formative learning or summative evaluation). A needs analysis that includes review of the literature, examination of student teaching evaluations, and feedback from the target learning population will help to further refine OSTE goals.…”

Section: Content Selectionmentioning

confidence: 99%

A Primer for Objective Structured Teaching Exercises

Sturpe

Schaivone

2014

American Journal of Pharmaceutical Education

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The objective structured teaching exercise (OSTE) is a high-fidelity training method for advancing the teaching and interpersonal communication skills of faculty members and preceptors. This paper is a primer for implementation of OSTEs as part of a comprehensive faculty development program. This primer addresses teaching and precepting skills that can be most effectively enhanced and assessed by the OSTE method. Development of case scenarios, recruitment and training of standardized students, OSTE session implementation processes, and OSTE evaluation methods are discussed. The experience of the authors as well as recommendations from a review of the literature and discussions with educators with OSTE experience are included.Keywords: faculty development, standardized student, professional competence INTRODUCTIONThe objective structured teaching exercise (OSTE) is a high-fidelity training and assessment method for advancing the teaching and interpersonal communication skills of faculty members, preceptors, and residents.1 First introduced in the medical literature in the early 1990s, OSTE engages learners in performance-based teaching activities with a standardized student. The OSTE method not only provides a unique and innovative way to teach, enhance, and evaluate educational skills, but also presents an ideal platform for future scholarship.The body of OSTE literature is primarily descriptive in nature and not as robust as the literature regarding standardized patients in health profession curricula. However, interest in the OSTE technique stems from the postulation that standardized student interactions will provide benefits to teachers similar to those that standardized patient interactions provide to students. In the 1960s, neurologist Dr. Howard Barrows was seeking a better method than traditional clinical observations to assess the clinical skills of his medical residents. He developed the concept and first used standardized patients by tapping into an available pool of actors in Southern California.2 Using cases of actual neurology patients, Barrows trained the actors to present the same signs, symptoms, history, emotional state, and, in some cases, physical examination findings to learners. Using the standardized patient, he could then educate, observe, and assess each learner in a safe and controlled environment. Standardized patients are now used extensively throughout health professional education and the technique has been adapted for use with individuals portraying students for faculty development. Standardized student encounters can be used for instruction and practice of skills, performance evaluation, program assessment, and research. These encounters allow for repeated experiences in which the learner can attend to the critical aspects of a situation and improve performance in response to feedback. The learner is an active participant in the experience rather than a passive observer. Standardized student encounters enable expert educators to observe and improve the interaction of the participa...

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Developing an OSTE to Address Lapses in Learners’ Professional Behavior and an Instrument to Code Educators’ Responses

Cited by 17 publications

References 14 publications

Perspective: The ACGME Toolbox: Half Empty or Half Full?

Perspective: The ACGME Toolbox: Half Empty or Half Full?

Empowering trainees to promote professionalism

A Primer for Objective Structured Teaching Exercises

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