Faculty development on professionalism and medical ethics: The design, development and implementation of Objective Structured Teaching Exercises (OSTEs)

Lu, Wei-Hsin; Mylona, Elza; Lane, Susan; Wertheim, William; Baldelli, P; Williams, Peter C.

doi:10.3109/0142159x.2014.916780

Cited by 21 publications

(25 citation statements)

References 12 publications

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“…As a matter of fact, there are many studies which have been dealing with ethical and professional aspects of clinical faculty development; which demonstrate the dual role of these faculty members both as trainers/educators and clinicians. Medical education mandates ful lling clinical tasks intermingled with professional clinical service delivery; these are in concordance with our ndings (15). On the other hand, the ongoing achievements in medical sciences mandates improvements in medical education; considering issues like competency-based medical education, teaching and learning specialized skills, etc.…”

Section: Discussionsupporting

confidence: 84%

Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

Dabbagh¹,

Ahmadizadeh²,

Behnaz³

et al. 2020

Preprint

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Background: the goal of Faculty Development Programs (FDPs) is to continue to provide the necessary resources to build successful, enjoyable and highly productive career. However, the outcome of implantation of new FDP on the faculties' educational improvement has not been adequately assessed. In this study, we assessed the attitudes of junior faculty members regarding the effect of a departmental FDP on their scholar activities in Department of Anesthesia, Critical Care (DACC), School of Medicine, Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran.Methods: twelve junior faculty members of DACC, SBMU were selected to fill a secure questioner aiming on the following items: 1- Definition of the PDF in one sentence 2- advantages and disadvantages of PDF 3- If FDP has led to improvements in the faculty’s academic function and if yes 4- explaining how. Key words for this questioner have been analyzed and ranked. Then the same faculty members were asked to rank their attitude from one to ten toward the keywords quantitatively; using a table of 32 items.Results: the results of questioner should that nearly all of the faculties considered FDP as a very advantageous academic program. The results were both qualitative and quantitative.Conclusion: faculty members of DACC, SBMU had positive attitudes towards FDP courses and described the course as "a well-designed multilateral academic teamwork thriving ethical, educational, managerial and research-related capacities".

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Section: Discussionsupporting

confidence: 84%

Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

Dabbagh¹,

Ahmadizadeh²,

Behnaz³

et al. 2020

Preprint

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“…In most medical OSTEs, third- or fourth-year medical students are the typical SLs as the teaching evaluation is focused on residents or attending physicians. Current literature does not consider use of the OSTE for assessing medical students as teachers (17). This study takes the novel approach of assessing fourth-year medical students (M4s) through an OSTE format where recruited participants played the role of SLs while M4s were evaluated on their ability to teach and provide feedback.…”

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confidence: 99%

Speaking up: using OSTEs to understand how medical students address professionalism lapses

Tucker

Choby

Moore

et al. 2016

Medical Education Online

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BackgroundObjective-structured teaching encounters (OSTEs) are used across many disciplines to assess teaching ability. The OSTE detailed in this paper assesses 191 fourth-year medical students’ (M4) ability to identify and address lapses in professionalism based on Association of American Medical Colleges’ professionalism competencies. The research questions addressed areHow frequently do M4s address professionalism lapses observed during an OSTE?What factors influence whether M4s provide feedback when they observe professionalism lapses in an OSTE?MethodsStandardized patients (SPs) and standardized learners (SLs) were recruited and trained to participate in a standardized encounter with specific cognitive, social, and behavioral errors, including professionalism lapses. M4s viewed this encounter and then offered feedback to the SL, while remotely observed by faculty. Post-encounter, the SL and faculty completed identical checklists to assess both teaching readiness and ability to address professionalism concerns.ResultsAn analysis of frequencies showed that six of the Association of American Medical Colleges’ nine professional competencies were addressed in the checklist and/or discussed in the focus group. Analysis of transcribed debriefing sessions confirmed that M4s did not consistently address professionalism lapses by their peers.ConclusionsIn focus groups, M4s indicated that, while they noticed professionalism issues, they were uncomfortable discussing them with the SLs. Findings of the current study suggest how medical educators might support learners’ ability to address lapses in professionalism as well as topics for future research.

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“…Challenges to developing curricula have included finding effective formats, identifying specific behaviors, and measuring meaningful outcomes. [7][8][9][10][11][12][13][14][15] In earlier work, [16][17][18][19] we identified unprofessional behaviors based on surveys of students, postgraduate year 1 (PGY-1) residents, and hospitalists. We found significant rates of participation in certain unprofessional behaviors by PGY-1 internal medicine residents, and that these behaviors worsened over the course of PGY-1.…”

Section: Introductionmentioning

confidence: 99%

Impact of a Video-Based Interactive Workshop on Unprofessional Behaviors Among Internal Medicine Residents

Didwania

Farnan

Icayan

et al. 2017

Journal of Graduate Medical Education

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Faculty development on professionalism and medical ethics: The design, development and implementation of Objective Structured Teaching Exercises (OSTEs)

Cited by 21 publications

References 12 publications

Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

Attitudes of Junior Faculty Members Towards The Role of Faculty Development Program on Their Scholar Activities: The Experience in A Developing Country

Speaking up: using OSTEs to understand how medical students address professionalism lapses

Impact of a Video-Based Interactive Workshop on Unprofessional Behaviors Among Internal Medicine Residents

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