An objective structured teaching examination (OSTE) for faculty development

Opportunities for faculty development are required by APCE accreditation for Doctor of Pharmacy programs, yet few faculty development programs reported in the literature have formal structures or measureable outcomes. The goal of this project was to pilot and evaluate an objective structured teachin...

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Bibliographic Details
Published in:Currents in pharmacy teaching and learning 2013-11, Vol.5 (6), p.616-619
Main Authors: Sturpe, Deborah A., Layson-Wolf, Cherokee, Lynn McPherson, Mary, Haines, Stuart T.
Format: Article
Language:English
Subjects:
Faculty development
Objective structured teaching examination
Standardized student
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Summary:Opportunities for faculty development are required by APCE accreditation for Doctor of Pharmacy programs, yet few faculty development programs reported in the literature have formal structures or measureable outcomes. The goal of this project was to pilot and evaluate an objective structured teaching examination (OSTE) for faculty development. Two OSTE cases were developed. Student actors were trained to portray each OSTE role in a standardized manner. Case A simulated a student–preceptor interaction in which the student is disorganized and timid when presenting a patient case. Case B simulated a student–faculty interaction regarding a challenge to an examination question and emotions escalate. All interactions were video recorded, remotely observed, and evaluated by one of the investigators using a standardized performance checklist. Faculty, standardized students, and the investigators participated in a one-hour debriefing session immediately following the OSTE. Pre-post feedback was collected from participants. Most participants (>80%) scored well on the standardized checklist items. Some faculty failed to redirect the student to present data in an organized manner (Case A), respond empathetically (Case B), or offer follow-up (Case B). All participants agreed the role portrayal was realistic, the debriefing session was useful, OSTEs are an effective approach, and they would participate in future OSTEs. One participant noted “all faculty in all departments should complete this activity.” Our experience suggests that OSTEs are a realistic and well-received approach for faculty development that merits further investigation.
ISSN:1877-1297
1877-1300
DOI:10.1016/j.cptl.2013.07.015