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Medical Education Online Volume 23, 2018 - Issue 1
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Research Article

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

Miriam A SmithDepartment of Medicine, Long Island Jewish Forest Hills, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell Health System, Forest Hills, NY, USACorrespondence[email protected]
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,
Regine CherazardDepartment of Medicine, Long Island Jewish Forest Hills, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell Health System, Forest Hills, NY, USAView further author information
,
Alice FornariFaculty Development, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell Health System, Hempstead, NY, USAView further author information
,
Patti AdelmanCenter for Learning and Innovation, Physician Leadership Institute Northwell Health System, Hempstead, NY, USAView further author information
,
Michelle SnopkowskiLearning and Organizational Development Specialist, Center for Learning and Innovation and Physician Leadership Institute Northwell Health System, Hempstead, NY, USAView further author information
&
Martin LesserDepartment of Molecular Medicine and Population Health, Feinstein Institute for Medical Research Northwell Health System, Hempstead, NY, USAView further author information
Article: 1527627 | Received 10 Jul 2018, Accepted 13 Sep 2018, Published online: 21 Oct 2018

References

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  • Quirk M, Mazor K, Haley HL, et al. Reliability and validity of checklists and global ratings by standardized students, trained raters, and faculty raters in an objective structured teaching exercise (OSTE). Teach Learn Med. 2005;17:202–209.
  • Stone S, Mazor K, Devaney-O’Neil S, et al. Development and implementation of an objective structured teaching exercise (OSTE) to evaluate improvement in feedback skills following a faculty development workshop. Teach Learn Med. 2003;15:7–13.
  • Tucker C, Moore A, Parker RSII, et al. Teachers as learners: developing professionalism feedback skills via observed structured teaching encounters. Teach Learn Med. 2017;29:373–377.
  • Knight AM, Cole KA, Kern DE, et al. Long-term follow-up of a longitudinal faculty development program in teaching skills. J Gen Intern Med. 2005;20:721–725.

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