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Teach Learn Med. 2012;24(1):3-7. doi: 10.1080/10401334.2012.641476.

The impact of an objective structured teaching evaluation on faculty teaching skills.

Author information

1
Department of Medicine, University of California School of Medicine, San Francisco, California, USA. Kathy.julian@ucsf.edu

Abstract

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.

PMID:
22250929
DOI:
10.1080/10401334.2012.641476
[Indexed for MEDLINE]
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