MedEdPORTAL (Oct 2015)
Using Objective Structured Teaching Exercises for Faculty Development
Abstract
Abstract Introduction Objective structured clinical encounters (OSCEs) have become a widely-used tool to teach, provide feedback on, and evaluate clinical skills for both medical students and residents. They have the advantages of both providing immediate and standardized feedback (typically using competency-based checklists) and an opportunity to engage in reflective practice. The objective structured teaching encounter (OSTE) is a relatively new tool that uses a similar format to teach and/or evaluate teaching skills, rather than clinical skills. Methods Our collection of OSTE case scenarios addresses five teaching challenges: (1) precepting an intern in the continuity clinic (a case of viral gastroenteritis); (2) giving feedback to learners on the inpatient wards (professionalism); (3) observation and feedback of a physical examination skill (the dermatologic exam); (4) teaching procedures (lumbar puncture); and (5) conducting ward rounds (managing pain). For each scenario, we provide a front sheet summarizing the case, instructions for the standardized learner (SL) and for the faculty member, and a checklist of teaching skills. Some of the cases have a handout we distributed to faculty to help them develop the skills needed in the case. Results Our pediatric OSTE cases were used as a teaching tool as part of a department-wide faculty development session to allow faculty to practice skills in precepting and giving feedback. All 26 faculty (100%) who engaged in this OSTE completed the included evaluation form. We used a 5-point Likert scale (1 = below expectations; 5 = exceeding expectations). The OSTE was rated overall as 4.9. In the feedback station, participants felt that the case and SLs were realistic and that the SL (an actor) provided helpful feedback (4.7 average rating). In the precepting case, participants felt that the case was realistic (4.5) and the SL was realistic (4.4) but rated the feedback from the SL (an internal medicine intern) somewhat lower (4.0). Participants rated the brief didactics and debriefing as helpful (means 4.6 and 4.7, respectfully). Written comments included positive comments (“Great experience—good actors and cases”) and requests for both more challenging cases and for more time for the verbal feedback sessions and for the cases overall. Discussion Although we have assessed the pediatric OSTEs for feasibility and acceptability by the faculty and we have shown that OSTEs can measure some of the effects of a longitudinal faculty development program, we do not have data on short− or long-term changes in teaching effectiveness or an impact on patient care. We do plan to survey our faculty regarding the ways in which participation in OSTEs has affected their teaching effectiveness. We are particularly interested in gathering qualitative data on the ways that their teaching may have changed as a result of their participation.
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