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Medical Teacher Volume 34, 2012 - Issue 4
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Twelve Tips

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

Miriam BoillatMcGill University, Canada; MIRIAM BOILLAT, MDCM, CCFP, FCFP, is an associate professor and interim chair of the Department of Family Medicine, associate dean of Faculty Development, and member of the Centre for Medical Education at McGill University. She teaches medical students and residents in clinical and non-clinical settings and practices family medicine at St. Mary's Hospital.Correspondence[email protected]
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Cheri BethuneMemorial University, Canada; CHERI BETHUNE, MD, CCFP, FCFP, is a professor of Family Medicine at Memorial University in Newfoundland, Canada. Her interests include faculty development and experiential learning. She is exploring methods of enhancing teaching skills of part-time clinical teachers in a distributed post graduate education programme.
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Elizabeth OhleMemorial University, Canada; ELIZABETH OHLE, MS, is a trainer with the Standardized Patient Program. She has extensive experience in this field at Memorial University, the Ohio University School of Osteopathic Medicine and the Ohio State University School of Medicine. She serves on the board of directors of the Association of Standardized Patient Educators.
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Saleem RazackMcGill University, Canada; SALEEM RAZACK, MD FRCP(C), is an associate professor of Pediatrics and member of the Centre for Medical Education at McGill University. He practices as a paediatric critical care medicine physician. His major interests in medical education include core competencies training, equity issues and social accountability in health professions education. He is the assistant dean of Admissions, Equity and Diversity for the Faculty of Medicine of McGill University.
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Yvonne SteinertMcGill University, Canada; YVONNE STEINERT, PhD, a clinical psychologist and professor of Family Medicine, is the director of the Centre for Medical Education at McGill University. Her educational and research interests include the impact of faculty development on the individual and the organization, the continuing professional development of health care professionals, and the teaching and evaluation of professionalism.
Pages 269-273 | Published online: 28 Mar 2012

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Megan J. Bray, Elizabeth B. Bradley, James R. Martindale & Maryellen E. Gusic. (2021) Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 33:4, pages 434-444.
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Nadia M. Bajwa, Jehanne De Grasset, Marie-Claude Audétat, Nicole Jastrow, Hélène Richard-Lepouriel, Melissa Dominicé Dao, Mathieu R. Nendaz & Noëlle Junod Perron. (2020) Training junior faculty to become clinical teachers: The value of personalized coaching. Medical Teacher 42:6, pages 663-672.
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H. Richard-Lepouriel, N. Bajwa, J. de Grasset, M.C Audétat, M. Dominicé Dao, N. Jastrow, M. Nendaz & N. Junod Perron. (2020) Medical students as feedback assessors in a faculty development program: Implications for the future. Medical Teacher 42:5, pages 536-542.
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J. Rush Pierce$suffix/text()$suffix/text(), Patrick Rendón & Deepti Rao. (2018) Peer Observation of Rounds Leads to Collegial Discussion of Teaching. Teaching and Learning in Medicine 30:2, pages 233-238.
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Sarah Shrader, Jana Zaudke & Stephen Jernigan. (2018) An interprofessional objective structured teaching experience (iOSTE): An interprofessional preceptor professional development activity. Journal of Interprofessional Care 32:1, pages 98-100.
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Jack Kopechek, Cheryl Bardales, A. Todd Lash, Curtis Walker$suffix/text()$suffix/text(), Sheryl Pfeil & Cynthia H. Ledford. (2017) Coaching the Coach: A Program for Development of Faculty Portfolio Coaches. Teaching and Learning in Medicine 29:3, pages 326-336.
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Shu-I Wu, Shen-Ing Liu, Yih-Jer Wu, Ling-Lang Huang, Thih-ju Liu, Kai-Liang Kao & Yu-Hsia Lee. (2023) The efficacy of applying the Interpersonal Effectiveness skills of dialectical behavior therapy into communication skills workshop for clinical nurses. Heliyon 9:3, pages e14066.
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Trent Reed, Sarah Wagner, Gregory Ozark, Cynthia Chaidez, Mary Boyle & Gregory Gruener. (2023) Seeing Yourself Through the Learner's Eyes: Incorporating Smart Glasses Into Objective Structured Teaching Exercises for Faculty Development. Journal of Continuing Education in the Health Professions 43:1, pages 60-64.
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Mennatallah Hassan Rizk, Asmaa Abdel Nasser, Rabab Abdel Ra’oof, Soha Rashed Aref & Wagdy Talaat. (2022) Implementation and Evaluation of a Faculty Development Program; an Essential Step for Curricular Change. Journal of Ecophysiology and Occupational Health, pages 67-76.
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Amanda Nichole (Mandi) Carr, Roy Neville Kirkwood & Kiro Risto Petrovski. (2022) Effective Veterinary Clinical Teaching in a Variety of Teaching Settings. Veterinary Sciences 9:1, pages 17.
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Karen Broquet & Arindam Chakrabarty. 2022. Graduate Medical Education in Psychiatry. Graduate Medical Education in Psychiatry 383 404 .
William J. Peterson, Brendan W. Munzer, Ryan V. Tucker, Eve D. Losman, Carrie Harvey, Colman Hatton, Nana Sefa, Ben S. Bassin & Cindy H. Hsu. (2021) Rapid Dissemination of a COVID-19 Airway Management Simulation Using a Train-the-Trainers Curriculum. Academic Medicine 96:10, pages 1414-1418.
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Colin G. McCloskey, Christopher T. Dimza & Matthew J. Stull. (2021) Peer coaching increases emergency medicine faculty ability to perform and teach awake fiberoptic intubation. AEM Education and Training 5:4.
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Hale Sezer & Hatice Şahin. (2021) Faculty development program for coaching in nursing education: A curriculum development process study. Nurse Education in Practice 55, pages 103165.
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Richard Balon, Mary K. Morreale, Rashi Aggarwal, John Coverdale, Anthony P.S. Guerrero, Alan K. Louie, Eugene V. Beresin & Adam M. Brenner. (2021) Becoming a Supervisor: Per Osmosis, Modeling or Training?. Academic Psychiatry 45:4, pages 408-412.
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Amanda Nichole (Mandi) Carr, Roy Neville Kirkwood & Kiro Risto Petrovski. (2021) Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching. Veterinary Sciences 8:6, pages 89.
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Najma Baseer, James Degnan, Mandy Moffat & Usman Mahboob. (2020) Micro-feedback skills workshop impacts perceptions and practices of doctoral faculty. BMC Medical Education 20:1.
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Matthew W. Zackoff, Francis J. Real, Dominick DeBlasio, Jeanne R. Spaulding, Brad Sobolewski, Ndidi Unaka, Karen Jerardi & Melissa Klein. (2019) Objective Assessment of Resident Teaching Competency Through a Longitudinal, Clinically Integrated, Resident-as-Teacher Curriculum. Academic Pediatrics 19:6, pages 698-702.
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Saadallah Azor Fakhouri Filho & Maria do Patrocínio Tenório Nunes. (2019) Objective structured teaching examination (OSTE): an underused tool developed to assess clinical teaching skills. A narrative review of the literature. Sao Paulo Medical Journal 137:2, pages 193-200.
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Erin Dehon, Ellen Robertson, Marie Barnard, Jonah Gunalda & Michael Puskarich. (2018) Development of a Clinical Teaching Evaluation and Feedback Tool for Faculty. Western Journal of Emergency Medicine 20:1, pages 50-57.
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Nicole Jones, Liana Milanes, Vanessa Banales, Iris Price, Ivan Gomez & Susan Hughes. (2017) Difficult Interpersonal Encounters with Medical Students and Residents: Two Objective Standardized Teaching Encounters. MedEdPORTAL.
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Taranjeet Ahuja & Alice Fornari. (2016) Early Psychiatry Experience Faculty Development: Preparing Preceptors to Facilitate Patient Interviews by Second-Year Medical Students With Debrief. MedEdPORTAL.
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Cynthia Osman, Anne Dembitzer, Sondra Zabar & Linda Tewksbury. (2015) Using Objective Structured Teaching Exercises for Faculty Development. MedEdPORTAL.
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Deborah A. Sturpe & Kathryn A. Schaivone. (2014) A Primer for Objective Structured Teaching Exercises. American Journal of Pharmaceutical Education 78:5, pages 104.
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Wen-Lin Lo, Yan-Guang Lin, Yu-Jen Pan, Ya-Ju Wu & Ming-Chen Hsieh. (2014) Faculty development program for general medicine in Taiwan: Past, present, and future. Tzu Chi Medical Journal 26:2, pages 64-67.
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Yvonne Steinert. 2014. Faculty Development in the Health Professions. Faculty Development in the Health Professions 421 442 .
Linda Snell. 2014. Faculty Development in the Health Professions. Faculty Development in the Health Professions 265 285 .

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