Development and Implementation of an Objective Structured Teaching Exercise (OSTE) to Evaluate Improvement in Feedback Skills Following a Faculty Development Workshop

Stone, Sarah; Mazor, Kathleen M.; Devaney-O'Neil, Sarah; Starr, Susan; Ferguson, Warren J.; Wellman, Scott; Jacobson, Eric; Hatem, David S.; Quirk, Mark E.

doi:10.1207/s15328015tlm1501_03

Cited by 58 publications

(33 citation statements)

References 20 publications

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“…This difference represents an almost 10% increase and is even more significant because of the ceiling effect of the Likert scale. This finding is in agreement with other studies showing that specific trainings can improve tutors' ability to give feedback and students' satisfaction ratings (Barratt et al, 2004;Salerno et al, 2002;Stone et al, 2003). According to our results, the delay of one month may not have been long enough to observe a progression, while after one year, it is observable.…”

Section: Discussionsupporting

confidence: 93%

Tutor Training, Evaluation Criteria and Teaching Environment Influence Students’ Ratings of Tutor Feedback in Problem-Based Learning

Baroffio

Nendaz

Perrier

et al. 2006

Adv in Health Sci Educ

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Section: Discussionsupporting

confidence: 93%

Tutor Training, Evaluation Criteria and Teaching Environment Influence Students’ Ratings of Tutor Feedback in Problem-Based Learning

Baroffio

Nendaz

Perrier

et al. 2006

Adv in Health Sci Educ

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“…There is good evidence that OSTEs serve as an effective tool to assess the benefits of faculty development projects that address various core competencies [4,10,11]. Our OSTE was developed in response to poor attending HCAHPS scores and lower than average resident evaluations of attendings.…”

Section: Discussionmentioning

confidence: 99%

A unique approach to faculty development using an Observed Structured Teaching Encounter (OSTE)

Smith

Cherazard

Fornari

et al. 2018

Medical Education Online

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We have challenges with poor patient satisfaction scores (Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS]) and internal medicine resident (IMR) evaluations of voluntary attending physicians. Using an Observed Structured Teaching Encounter (OSTE), we designed a faculty development project that focused on attendings’ teaching and feedback skills. To assess attending communication with interns and improve attending teaching and feedback skills. All IM attendings on the Long Island Jewish Forest Hills (LIJFH) Emergency Department (ED) call schedule participated. OSTE simulation sessions included two clinical scenarios, standardized patients (SPs), fourth-year medical students trained as ‘interns,’ OSTE checklists, and debriefing. We analyzed ‘intern’ ratings of communication with attendings and attending self-assessment during the OSTE, and attending HCAHPS scores and IMR evaluations of attendings pre- and post-OSTE. Twenty-nine of 29 attendings completed the OSTE. Although an increase was demonstrated pre- to post- for ‘intern’ OSTE ratings of attendings and LIJFH attending self-assessment ratings, there was no statistically significant difference. Mean HCAHPS scores and resident evaluations of attendings also increased from pre- (22% and 3.59) to post-OSTE (30% and 3.87) but did not reach statistical significance. A statistically significant difference for both cases was demonstrated when comparing mean attending self-assessment ratings with ‘intern’ evaluation of attendings. Attending teaching/feedback skills improved between cases, attending self-ratings were higher than ‘intern’ ratings of attendings. HCAHPS and IMR evaluations of attendings improved post-OSTE. Regular intervention utilizing an OSTE may provide a sustained benefit for enhancing attendings’ skills, patient satisfaction, and resident training.

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“…Finally, each school supported the intervention with formal faculty development to ensure effective guidance and individualized feedback to students. 13,14 Although each school was free to develop its own specific content areas, the curriculum at each of the schools focused on promoting the same set of underlying competencies. These core skills included determining the reasons for the patient's visit, eliciting and understanding the patient's perspective, sharing information and providing education, negotiating and agreeing on a plan, and achieving closure.…”

Section: Interventionmentioning

confidence: 99%

Effect of Communications Training on Medical Student Performance

Yedidia¹

2003

JAMA

427

240

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ESPITE WIDESPREAD ACknowledgment of the importance of improved patientphysician communication, 1,2 teaching of communications skills has not been systematically integrated into most medical school curricula 3,4 and has not been subjected to evaluation across different schools. 5 Furthermore, few standardized assessment instruments specifically measure students' communications performance. [6][7][8] METHODS InterventionThree medical schools-New York University, University of Massachusetts, and Case Western Reserve Universityinitiated a curriculum in 2000-2001 to teach a common set of communications competencies during the third clerkship year, based on an established educational model. Although implementation at the 3 schools reflected differences in their culture, history, and curricular organization, the interventions shared 4 common characteristics. First, they used a documented model for teaching communications skills 9,10 that relies on experiential teaching modes;

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Development and Implementation of an Objective Structured Teaching Exercise (OSTE) to Evaluate Improvement in Feedback Skills Following a Faculty Development Workshop

Cited by 58 publications

References 20 publications

Tutor Training, Evaluation Criteria and Teaching Environment Influence Students’ Ratings of Tutor Feedback in Problem-Based Learning

Tutor Training, Evaluation Criteria and Teaching Environment Influence Students’ Ratings of Tutor Feedback in Problem-Based Learning

A unique approach to faculty development using an Observed Structured Teaching Encounter (OSTE)

Effect of Communications Training on Medical Student Performance

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