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Journal of Interprofessional Care Volume 32, 2018 - Issue 1
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Short Report

An interprofessional objective structured teaching experience (iOSTE): An interprofessional preceptor professional development activity

Sarah ShraderDepartment of Pharmacy Practice, University of Kansas School of Pharmacy, Kansas City, KS, USACorrespondence[email protected]
,
Jana ZaudkeDepartment of Family Medicine, University of Kansas School of Medicine, Kansas City, KS, USA
&
Stephen JerniganDepartment of Physical Therapy, University of Kansas School of Health Professions, Kansas City, KS, USA
Pages 98-100 | Received 19 Dec 2016, Accepted 25 Aug 2017, Published online: 23 Oct 2017

References

  • Boillat, M., Bethune, C., Ohle, E., Razack, S., & Steinert, Y. (2012). Twelve tips for using the objective structured teaching exercise for faculty development. Medical Teacher, 34, 269–273. doi:10.3109/0142159X.2011.599891
  • Hall, L., & Zierler, B. (2015). Interprofessional education and practice guide No. 1: Developing faculty to effectively facilitate interprofessional education. Journal of Interprofessional Care, 29, 3–7. doi:10.3109/13561820.2014.937483
  • Institute of Medicine. (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Retrieved from http://www.nap.edu/catalog.php?record_id=21726
  • Preceptors in the Nexus Toolkit. (2015). Best practices for interprofessional precepting. Retrieved from https://nexusipe.org/engaging/learning-system/preceptors-nexus-toolkit
  • Rotz, M., & Duenas, G. (2016). “Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience. Journal of Interprofessional Care, 30, 238–241. doi:10.3109/13561820.2015.1086731
  • Steinert, Y. (2005). Learning together to teach together: Interprofessional education and faculty development. Journal of Interprofessional Care, (Suppl 1), 60–75. doi:10.1080/13561820500081778
  • Sturpe, D., & Schaivone, K. (2014). A primer for objective structured teaching experiences. American Journal of Pharmaceutical Education, 78(Article), 104. doi:10.5688/ajpe785104
  • Zackoff, M., Jerardi, K., Unaka, N., Sucharew, H., & Klein, M. (2015). An observed structured teaching evaluation demonstrates the impact of a resident-as-teacher curriculum on teaching competency. Hospital Medicine, 5, 342–347.

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