Orlander et al.55. Orlander JD, Bor DH, Strunin L. A structured clinical feedback exercise as a learning-to-teach practicum for medical residents. Acad Med. 1994;69(1):18-20. PMID: 8285990.
|
1994 |
Qualitative/ experimental |
23 residents and 47 interns |
Internal medicine |
To obtain residents’ and interns’ opinions after participating in a clinical feedback exercise |
Residents reported better attitudes towards clinical teaching skills and contact with interns |
Lesky et al.66. Lesky LG, Wilkerson L. Using” standardized students” to teach a learner-centered approach to ambulatory precepting. Acad Med. 1994;69(12):955-7. PMID: 7999182; doi: 10.1097/00001888-199412000-000004. https://doi.org/10.1097/00001888-1994120...
|
1994 |
Qualitative/ experimental |
Ambulatorial preceptors and standardized students (sample not informed) |
Not informed |
To develop an ambulatorial preceptorship program and help preceptors to adopt a student-centered teaching approach |
Preceptors who participated in the activity reported better comprehension of their clinical teaching competencies |
Schol et al.1111. Schol S. A Multiple‐station Test of the Teaching Skills of General Practice Preceptors in Flanders, Belgium. Acad Med. 2001;76(2):176-80. PMID: 11158840; doi: 10.1097/00001888-200102000-00018. https://doi.org/10.1097/00001888-2001020...
|
2001 |
Validity and reliability |
35 residents acting as preceptors |
General practice |
To evaluate the validity and reliability of an evaluation with seven OSTE scenarios |
This type of assessment provides important information about the levels of competency in clinical teaching |
Morrison et. al1313. Morrison EH, Boker JR, Hollingshead J, et al. Reliability and validity of an objective structured teaching examination for generalist resident teachers. Acad Med. 2002;77(10 Suppl):S29-S32. PMID: 12377697.
|
2002 |
Validity and reliability |
23 second-year residents |
Internal medicine, pediatrics and family medicine |
To evaluate the validity and reliability of an eight-station OSTE that was developed specifically for residents involved in teaching activities |
Cronbach’s alpha > 0.9 for all eight stations; 92% of the residents reported that the stations realistically reflected important clinical teaching skills |
Stone et al.1414. Stone S, Mazor K, Devaney-O’Neil S, et al. 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. PMID: 12632702; doi: 10.1207/S15328015TLM1501_03. https://doi.org/10.1207/S15328015TLM1501...
|
2003 |
Pre and post-intervention design |
40 teachers |
Family medicine, pediatrics and family medicine |
To develop and implement an OSTE to assess an academic staff development module |
OSTEs can be more sensitive for detecting skills that are more readily applicable to daily practice |
Sturpe et al.1717. Sturpe DA, Schaivone KA. A primer for objective structured teaching exercises. Am J Pharm Educ. 2014;78(5):104. PMID: 24954944; doi: 10.5688/ajpe785104. https://doi.org/10.5688/ajpe785104...
|
2014 |
Descriptive |
NA |
NA |
To describe how to develop a scenario to evaluate clinical skills |
When used together with other teaching strategies, OSTEs can enhance academic staff members’ teaching strategies |
Cerrone et al.2121. Cerrone SA, Adelman P, Akbar S, Yacht AC, Fornari A. Using Objective Structured Teaching Encounters (OSTEs) to prepare chief residents to be emotionally intelligent leaders. Med Educ Online. 2017;22(1):1320186. PMID: 28460596. doi: 10.1080/10872981.2017.1320186. https://doi.org/10.1080/10872981.2017.13...
|
2017 |
Non-randomized intervention |
80 chief-residents |
15 specialties |
To develop a program capable of enhancing chief-residents’ emotional intelligence |
There was a statistically significant improvement in OSTE scores after the intervention |
Zackoff et al.2323. Zackoff M, Jerardi K, Unaka N, Sucharew H, Klein M. An observed structured teaching evaluation demonstrates the impact of a resident-as-teacher curriculum on teaching competency. Hosp Pediatr. 2015;5(6):342-7. PMID: 26034166; doi: 10.1542/hpeds.2014-0134. https://doi.org/10.1542/hpeds.2014-0134...
|
2015 |
Prospective, with intervention group and blinded raters |
49 residents |
Pediatrics |
To create an OSTE capable of detecting changes in residents’ teaching skills after participation in a teaching skill development program |
The OSTE showed efficacy in detecting changes in clinical teaching skills |
Steinert et al.2424. Steinert Y, Mann K, Centeno A, et al. 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. PMID: 17074699; doi: 10.1080/01421590600902976. https://doi.org/10.1080/0142159060090297...
|
2006 |
Systematic review |
NA |
Multiple |
To describe the evidence that gives support to programs aimed towards developing teaching skills |
Participants generally reported positive changes after specific interventions, but methodological limitations remain and need to be addressed |
McAndrew et al.2525. McAndrew M, Eidtson WH, Pierre GC, Gillespie CC. Creating an objective structured teaching examination to evaluate a dental faculty development program. J Dent Educ. 2012;76(4):461-71. PMID: 22473558.
|
2011 |
Descriptive |
12 teachers |
Dentistry |
To describe the creation of an OSTE to assess an academic staff development program within dentistry |
Use of OSTEs not only enhances the levels of academic staff development programs, but also enriches efforts to foster teaching within dentistry |
McCutcheon et al.2626. McCutcheon LR, Whitcomb K, Cox CD, et al. Interprofessional objective structured teaching exercise (iOSTE) to train preceptors. Curr Pharm Teach Learn. 2017;9(4):605-15. PMID: 29233433; doi; 10.1016/j.ctpl.2017.03.023. https://doi.org/10.1016/j.ctpl.2017.03.0...
|
2017 |
Pilot, qualitative, pre and post-OSTE |
23 preceptors |
Pharmacy |
To evaluate interprofessional teaching skills |
Pharmacy preceptors demonstrated better teaching skills and self-confidence after participating in OSTEs |
Wamsley et al.3131. Wamsley MA, Julian KA, Vener MH, Morrison EH. Using an objective structured teaching evaluation for faculty development. Med Educ. 2005;39(11):1160-1. PMID: 16262834; doi:10.1111/j.1365-2929.2005.02287.x. https://doi.org/10.1111/j.1365-2929.2005...
|
2005 |
Qualitative/ experimental |
16 teachers |
Internal medicine, pediatrics and family medicine |
To develop teaching skills among academic staff members in different specialties |
Teachers reported that they would change their teaching styles after participating in OSTEs; standardized students reported more interest in teaching after the activity |
Trowbridge et al.3333. Trowbridge RL, Snydman LK, Skolfield J, Hafler J, Bing-You RG. A systematic review of the use and effectiveness of the Objective Structured Teaching Encounter. Med Teach. 2011;33(11):893-903. PMID: 22022900; doi: 10.3109/0142159X.2011.577463. https://doi.org/10.3109/0142159X.2011.57...
|
2011 |
Systematic review |
NA |
Multiple |
To describe the use of OSTEs and the evidence that gives support for their use |
OSTEs are a promising innovation with potential application in assessment and promotion of clinical teaching; new research is necessary to define the designs of appropriate stations |