The Impact of an Objective Structured Teaching Evaluation on Faculty Teaching Skills

被引：24
作者：
Julian, Katherine [1 ]
Appelle, Nicole
O'Sullivan, Patricia
Morrison, Elizabeth H. [2 ]
Wamsley, Maria
机构：
[1] Univ Calif San Francisco, Div Gen Internal Med, Sch Med, Dept Med, San Francisco, CA 94143 USA
[2] Eisenhower Med Ctr, Rancho Mirage, CA USA
来源：
TEACHING AND LEARNING IN MEDICINE | 2012年 / 24卷 / 01期
关键词：
MEDICAL-EDUCATION; SELF-ASSESSMENT; FEEDBACK; GUIDE; PROGRAM;
D O I：
10.1080/10401334.2012.641476
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Background: Objective structured teaching evaluations (OSTEs) have been utilized to evaluate educational curricula and for resident and faculty development. Purpose: This study examines the impact of an OSTE on faculty teaching effectiveness and faculty satisfaction. Methods: From 2004 to 2007, 46 faculty members participated in the OSTE. Faculty assessed their teaching abilities with a retrospective pre-post-test analysis. Faculty teaching evaluations for the 6 months before and after the OSTE were compared. Faculty participants completed satisfaction questionnaires regarding their OSTE experience and made teaching plans for the future. Results: After the OSTE, faculty reported statistically significant improvements in all self-assessed teaching skills. There was, however, no improvement in their teaching evaluations. Faculty satisfaction with the OSTE experience was high. They indicated teaching plans incorporating lessons from the OSTE. Conclusions: Faculty felt the OSTE was a rewarding experience and reported improvement in their teaching abilities; however, faculty teaching evaluations did not improve.
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页码：3 / 7
页数：5
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