Advanced search
Publication Cover
Medical Teacher Volume 34, 2012 - Issue 4
Submit an article Journal homepage
1,949
Views
27
CrossRef citations to date
0
Altmetric
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]
,
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.
,
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.
,
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.
&
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

References

  • Dunnington GL, DaRosa D. A prospective randomized trial of a residents-as-teachers training program. Acad Med 1998; 73(6)696–700
  • Ellen J, Giardino AP, Edinburgh K, Ende J. Simulated students: A new method for studying clinical precepting. Teach Learn Med 1994; 6(2)132–135
  • Gaba ND, Blatt B, Macri CJ, Greenberg L. Improving teaching skills in obstetrics and gynecology residents: Evaluation of a residents-as-teachers program. Am J Obstet Gynecol 2007; 196: 87.e1–87.e7
  • Gelula MH, Yudkowsky R. Using standardised students in faculty development workshops to improve clinical teaching skills. Med Educ 2003; 37: 621–629
  • Hom PW, DeNisi AS, Kinicki AJ, Bannister BD. Effectiveness of performance feedback from behaviourally anchored rating scales. J Appl Psychol 1982; 67(5)568–576
  • Lesky LG, Wilkerson L. Using ‘standardized students’ to teach a learner-centered approach to ambulatory precepting. Acad Med 1994; 69(12)955–957
  • McLean M, Cilliers F, Van Wyk J. Faculty development: Yesterday, today and tomorrow. Med Teach 2008; 30(6)555–584
  • Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990; 65(9)S63–S67
  • Morrison EH, Boker JR, Hollingshead J, Prislin MD, Hitchcock MA, Litzelman DK. Reliability and validity of an objective structured teaching examination for generalist resident teachers. Acad Med 2002; 77(10)S29–S32
  • Morrison EH, Rucker L, Boker JR, Hollingshead J, Hitchcock MA, Prislin MD, Hubbell FA. A pilot randomized, controlled trial of a longitudinal residents-as-teachers curriculum. Acad Med 2003; 78(7)722–729
  • Neher JO, Gordon KC, Meyer B, Stevens N. A five-step ‘microskills’ model of clinical teaching. J Am Board Fam Pract 1992; 5: 419–424
  • Prislin MD, Fitzpatrick C, Giglio M, Lie D, Radecki S. Initial experience with a multi-station objective structured teaching skills evaluation. Acad Med 1998; 73(10)1116–1118
  • Schol S. A multiple-station test of the teaching skills of general practice preceptors in Flanders, Belgium. Acad Med 2001; 76(2)176–180
  • Simpson DE, Lawrence SL, Krogull SR. Using standardized ambulatory teaching situations for faculty development. Teach Learn Med 1992; 4(1)58–61
  • Srinivasan M, Litzelman D, Seshadri R, Lane K, Zhou W, Bogdewic S, Gaffney M, Galvin M, Mitchell G, Treadwell P, et al. Developing an OSTE to address lapses in learners’ professional behavior and an instrument to code educators’ responses. Acad Med 2004; 79(9)888–896
  • Steinert Y. Twelve tips for using role-plays in clinical teaching. Med Teach 1993; 15(4)283–291
  • Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach 2006; 28(6)497–526
  • Stone S, Ferguson W, Mazor K, Wellman S, Devaney-O’Neil S, Jacobson E, Starr S, Hatem DS, Quirk M. 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(1)7–13
  • Wamsley MA, Julian KA, Vener MH, Morrison EH. Using an objective structured teaching evaluation for faculty development. Med Educ 2005; 39: 116
  • Zabar S, Hanley K, Stevens DL, Kalet A, Schwartz MD, Pearlman E, Brenner J, Kachur K, Lipkin M. Measuring the competence of residents as teachers. J Gen Intern Med 2004; 19: 530–533

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.