|Title||The Utility of an Objective Structured Teaching Encounter (OSTE) Exam to Reinforce Effective Clinical Teaching Behaviours|
Over the last two years >100 Faculty in the Faculty of Medicine have participated in an intensive 1.5 day faculty development course "The ABC Educational Primer". This case-based interactive workshop reviews the knowledge and skills clinicians need to teach effectively in the clinical setting. Participants have identified a need for follow-up education to reinforce their newly developed skills. Objective Structured Teaching Encounters (OSTEs) are brief, observed encounters where a clinical teacher is observed during a teaching encounter with a standardized student. Five to eight of these stations are combined into one assessment and provide a reliable measure of teacher performance. OSTEs have been described as a learning tool for faculty, and to evaluate the teaching behaviours of faculty and residents. We intend to explore the utility of an OSTE as a learning tool for reinforcing teaching behaviours taught during the ABC Primer. This project will be innovative and complement other faculty development initiatives in this area- the ABC workshop and booklet for community based preceptors.
We propose to implement a five station OSTE examination and offer all 2005 graduates of the ABC Primer (from Vancouver, Chilliwack and Victoria) the opportunity to participate. The stations and scoring templates that will be used have been previously validated. The stations assess teaching behaviors such as: orienting a student, questioning, precepting in the outpatient setting and delivering feedback. We will be hiring and training students as “standardized students” and using volunteer faculty educators as observers. Following each OSTE station there will be time for immediate feedback from the student and observer to the participant.
Our hypothesis is that the OSTE is an effective tool for reinforcing teaching behaviors learned during the ABC Primer. This hypothesis will be tested by comparing participants who took the ABC Primer alone, compared to those who receive the ABC Primer + OSTE. Satisfaction will be measured by surveying participants, standardized students and observers as to the perceived utility of the OSTE as a learning activity. Effectiveness will be measured by self report of teaching behaviours, as well as by collecting student assessments of faculty teaching.
|Year 1: Project Year||Year 1|
|Year 1: Funding Year||2005/2006|
|Year 1: Project Type||Small TLEF|
|Year 1: Principal Investigator||Leslie Ann Sadownik|
|Year 1: Funded Amount||2,140|
|Year 1: Team Members|
Leslie Ann Sadownik, Obstetrics and Gynaecology, Faculty of Medicine