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    Development and implementation of an objective structured teaching exercise (OSTE) to evaluate improvement in feedback skills following a faculty development workshop

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    Authors
    Stone, Sarah L.
    Mazor, Kathleen M.
    Devaney-O'Neil, Sarah
    Starr, Susan
    Ferguson, Warren J.
    Wellman, Scott
    Jacobson, Eric
    Hatem, David S.
    Quirk, Mark E.
    UMass Chan Affiliations
    Department of Internal Medicine
    Department of Family Medicine and Community Health
    Department of Medicine
    Meyers Primary Care Institute
    Department of Pediatrics
    Document Type
    Journal Article
    Publication Date
    2003-03-14
    Keywords
    Education, Medical
    Faculty, Medical
    Feedback, Psychological
    Humans
    Learning
    Pilot Projects
    Program Evaluation
    Random Allocation
    Reproducibility of Results
    Staff Development
    Teaching
    United States
    Health Services Research
    Medical Education
    Primary Care
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    Link to Full Text
    http://dx.doi.org/10.1207/S15328015TLM1501_03
    Abstract
    BACKGROUND: Faculty development programs focusing on teaching have become widespread. PURPOSE: Despite the popularity of such programs, evidence as to their effectiveness is limited. This article reports on the development of an objective structured teaching exercise (OSTE) and its pilot implementation in an evaluation of a faculty development program module. A written test intended to measure feedback skills was also developed and pilot tested. METHODS: A separate-sample, pretest-posttest design was used to pilot test both instruments. RESULTS: The results showed some evidence of significant differences between groups tested preworkshop and postworkshop. Higher scores were observed for the posttest group compared to the pretest group only for OSTE items focusing on prioritizing and limiting the amount of feedback given at one time and on action planning. CONCLUSIONS: Results suggest that an OSTE may be sensitive to changes in preceptor skill level for skills that are relatively easy to incorporate immediately into practice. Lack of differences in other skill areas may be due to lack of sensitivity of the measure or to need for practice and reflection before changes in performance on other feedback skills are evident.
    Source
    Teach Learn Med. 2003 Winter;15(1):7-13. Link to article on publisher's site
    DOI
    10.1207/S15328015TLM1501_03
    Permanent Link to this Item
    http://hdl.handle.net/20.500.14038/36924
    PubMed ID
    12632702
    Related Resources
    Link to Article in PubMed
    ae974a485f413a2113503eed53cd6c53
    10.1207/S15328015TLM1501_03
    Scopus Count
    Collections
    UMass Chan Faculty and Researcher Publications

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