Twelve tips for using the Objective Structured Teaching Exercise for faculty development

Boillat, Miriam; Bethune, Cheri; Ohle, Elizabeth; Razack, Saleem; Steinert, Yvonne

doi:10.3109/0142159x.2011.599891

Cited by 34 publications

(24 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Before the workshop, each supervisor in the pre-test group participated in an informal OSTE exercise in which the reviewer used a standardized rubric to evaluate the participants' feedback skills. Designed to accommodate the supervisors' hectic schedules, this 30-min informal OSTE exercise was conducted in each supervisor's office setting to accommodate their schedule [28] and to correspond to level II within Kirkpatrick's program evaluation model. The post-test OSTE exercise took place 8 weeks after the initial exercise, using the same scenarios and checklists as the pre-test [48,49].…”

Section: Objective Structured Teaching Exercisementioning

confidence: 99%

“…The availability of all the participants for a traditional multi-station based OSTE was not only logistically challenging but was also overwhelming for the participants. Hence, the OSTE sessions were conducted in a relatively informal but a highly explicit manner, within the office settings of individual supervisors [28]. Unlike in conventional objective structured clinical examinations (OSCE), the participants of this OSTE session were not formally debriefed about their performances.…”

Section: The Intermediate Impact Of Micro-feedback Skills Workhopmentioning

confidence: 99%

“…Self-reported perceived improvement in skills acquisition are often unreliable, hence the actual skill level acquired by the supervisors remain to be more robustly evaluated [26]. Direct measures, such as the objective structured teaching exercise (OSTE), can help indicate both a baseline level of a skill and any change that has resulted from a training program [27][28][29] The direct measure of the evaluation process would allow evaluation of a facultytraining program to go beyond measuring simply 'Reaction' to include a more robust measurement of the 'Learning' of the skill [30][31][32][33].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

et al. 2020

View full text Add to dashboard Cite

Background: Doctoral supervision is a distinct form of supervision with clearly defined responsibilities. One of these is the delivery of effective face-to-face feedback to allow supervisees to improve upon their performances. Unfortunately, doctoral supervisors, especially of health sciences, are often not trained in supervisory skills and therefore practice mostly on a trial and error basis. Lack of understanding of the feedback process leads to incongruence in how supervisors and supervisees perceive feedback. However, standardized training practices like microteaching can allow supervisors to acquire effective feedback practices. In this study we employed a schematic approach of microteaching, that is micro-feedback, in a workshop to develop feedback skills of doctoral supervisors, and assessed the overall effectiveness of this training using the Kirkpatrick evaluation framework. Methodology: This was a Quasi-experimental study with a repeated measures and a two-group separate sample prepost test design. A micro-feedback skills workshop was organized to enhance feedback skills of doctoral supervisors using microteaching technique. The first two levels of the Kirkpatrick evaluation model were used to determine the workshop's effectiveness. An informal Objective Structured Teaching Exercise (OSTE) was used to assess feedback skills of the supervisors, both before and after the workshop. A questionnaire was developed to compare pre-and postworkshop perceptions of the supervisors (n = 17) and their corresponding supervisees (n = 34) regarding the ongoing feedback practice. Results: Despite the hectic schedule, most doctoral supervisors (17 of 24, 71%) were willing to undertake faculty development training. Participants indicated a high level of satisfaction with the workshop. A learning gain of 56% was observed on pre-post OSTE scores. Prior to the workshop, perceptions of how supervisees should be given the feedback differed significantly between supervisors and supervisees with an effect size difference of r = 0.30. After the workshop there was a negligible difference in perceptions between supervisors and supervisees (r = .001). Interestingly, supervisors shifted their perceptions more toward those that were originally held by the supervisees. Conclusions: These findings suggest that well-designed and properly assessed structured programs such as microfeedback workshops can improve how doctoral supervisors provide feedback to their supervisees and align supervisors' perceptions of that feedback with those of their supervisees.

show abstract

Section: Objective Structured Teaching Exercisementioning

confidence: 99%

Section: The Intermediate Impact Of Micro-feedback Skills Workhopmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

et al. 2020

View full text Add to dashboard Cite

show abstract

“…It usually consists of multiple stations and can be used to both teach and evaluate teaching skills based on simulated scenarios. One of the main advantages of the OSTE was attributed to objective and immediate feedback from standardized learners and peers [12].…”

Section: Assessment Of the "Training Program For Clinical Instructors"mentioning

confidence: 99%

Faculty development program for general medicine in Taiwan: Past, present, and future

Lin

Pan

et al. 2014

Tzu Chi Medical Journal

View full text Add to dashboard Cite

a b s t r a c tGeneral medical training programs are aimed at promoting competency in general practice skills with a holistic perspective of patient-centered medicine for the new generation of physicians. The faculty development program was implemented to promote learning and application of the six core competencies established by the Accreditation Council for Graduate Medical Education. This article describes the implementation and outcome of the current faculty development program. Additional assessment tools of the faculty development program are recommended to evaluate different perspectives of outcome. Our experience suggests that OSTEs are a realistic and well-received approach for faculty development that merits further investigation. According to the clinical instructors' response, our faculty development program effectively increased familiarity with various teaching and assessment skills needed to teach PGY 1 residents and ACGME competencies, and these clinical instructors also then subsequently applied these skills.

show abstract

“…Most importantly, any skills taught and tested through an OSTE should be those that can be directly observed, otherwise the energy and time to conduct OSTE will not be worthwhile. 7 As an example, OSTE would not be the best method for teaching faculty members how to write learning objectives or test questions. On the other hand, cases that focus on faculty-student communication and psychomotor skills are well suited for the OSTE format.…”

Section: Content Selectionmentioning

confidence: 99%

A Primer for Objective Structured Teaching Exercises

Sturpe

Schaivone

2014

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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...

show abstract

Twelve tips for using the Objective Structured Teaching Exercise for faculty development

Abstract: The OSTE is a novel tool to enhance faculty development. We describe 12 key elements that are important for its successful development and delivery.

Cited by 34 publications

References 19 publications

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty

Faculty development program for general medicine in Taiwan: Past, present, and future

A Primer for Objective Structured Teaching Exercises

Contact Info

Product

Resources

About