Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters

Tucker, Constance; Choby, Beth; Moore, Andrew; Parker, Robert Scott; Zambetti, Benjamin R.; Naids, Sarah; Scott, Jillian; Loome, Jennifer; Gaffney, Sierra; Cianciolo, Anna T.; Hoffman, Leslie A.; Kohn, Jaden R.; O’Sullivan, Patricia; Trowbridge, Robert L.

doi:10.1080/10401334.2017.1365001

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Future studies need to address how in educational settings to overcome the lack of structured feedback on professionalism from peers (Tucker et al, ). A previous study on first‐year medical students suggests that feedback on professionalism is best presented on an individual basis to improve professional behavior (Camp et al, ), while another study (Tucker et al, ) points out the importance of observing a role model providing feedback on professionalism. Therefore, there should be detailed studies on whether feedback to first‐year students should be provided in a different way from the more experienced students in the clinical phase of their studies.…”

Section: Discussionmentioning

confidence: 99%

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Laakkonen

Muukkonen

2018

Anatomical Sciences Ed

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Collaborative learning has been used in anatomy courses to support students' learning of challenging topics but the success of group work depends significantly on the students' ability to communicate in a professional manner. Veterinary students' experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students' experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession.

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Section: Discussionmentioning

confidence: 99%

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Laakkonen

Muukkonen

2018

Anatomical Sciences Ed

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“…There is good evidence that OSTEs serve as an effective tool to assess the benefits of faculty development projects that address various core competencies [4,10,11]. Our OSTE was developed in response to poor attending HCAHPS scores and lower than average resident evaluations of attendings.…”

Section: Discussionmentioning

confidence: 99%

A unique approach to faculty development using an Observed Structured Teaching Encounter (OSTE)

Smith

Cherazard

Fornari

et al. 2018

Medical Education Online

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We have challenges with poor patient satisfaction scores (Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS]) and internal medicine resident (IMR) evaluations of voluntary attending physicians. Using an Observed Structured Teaching Encounter (OSTE), we designed a faculty development project that focused on attendings’ teaching and feedback skills. To assess attending communication with interns and improve attending teaching and feedback skills. All IM attendings on the Long Island Jewish Forest Hills (LIJFH) Emergency Department (ED) call schedule participated. OSTE simulation sessions included two clinical scenarios, standardized patients (SPs), fourth-year medical students trained as ‘interns,’ OSTE checklists, and debriefing. We analyzed ‘intern’ ratings of communication with attendings and attending self-assessment during the OSTE, and attending HCAHPS scores and IMR evaluations of attendings pre- and post-OSTE. Twenty-nine of 29 attendings completed the OSTE. Although an increase was demonstrated pre- to post- for ‘intern’ OSTE ratings of attendings and LIJFH attending self-assessment ratings, there was no statistically significant difference. Mean HCAHPS scores and resident evaluations of attendings also increased from pre- (22% and 3.59) to post-OSTE (30% and 3.87) but did not reach statistical significance. A statistically significant difference for both cases was demonstrated when comparing mean attending self-assessment ratings with ‘intern’ evaluation of attendings. Attending teaching/feedback skills improved between cases, attending self-ratings were higher than ‘intern’ ratings of attendings. HCAHPS and IMR evaluations of attendings improved post-OSTE. Regular intervention utilizing an OSTE may provide a sustained benefit for enhancing attendings’ skills, patient satisfaction, and resident training.

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Teaching and Evaluating Professionalism

DeJong

2022

Graduate Medical Education in Psychiatry

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Teachers as Learners: Developing Professionalism Feedback Skills via Observed Structured Teaching Encounters

Cited by 3 publications

References 23 publications

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

A unique approach to faculty development using an Observed Structured Teaching Encounter (OSTE)

Teaching and Evaluating Professionalism

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