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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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Abstract

Background: The importance of faculty development to improve clinicians’ teaching skills has been well articulated in the literature. There are few objective measures of the impact of faculty development on teaching skills. The objective structured teaching exercise (OSTE) is a faculty development tool that may meet this challenge. It also has great potential to be used in the development and enhancement of teaching skills. The OSTE consists of a simulated teaching scenario involving a standardized learner with objective and immediate feedback given to the teacher, and includes a pre-determined behaviourally based scale or checklist to assess teaching performance.

Aim: There is little information in the literature on the practical aspects of how to develop and deliver an OSTE in a faculty development context. Based on our experience, we created a framework to guide the use of the OSTE for faculty development.

Methods: Twelve tips for using the OSTE for faculty development are outlined in this article. These include: clarifying the goal and target audience, identifying what teaching skills to focus on, developing the scenario and the assessment tool, choosing and training the standardized learner, holding a dry run, protecting the teacher, integrating the OSTE into one's own context and promoting buy-in, and evaluating the activity.

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

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