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Creating an Objective Structured Teaching Examination to Evaluate a Dental Faculty Development Program
Author(s) -
McAndrew Maureen,
Eidtson William H.,
Pierre Gaëlle C.,
Gillespie Colleen C.
Publication year - 2012
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2012.76.4.tb05278.x
Subject(s) - medical education , class (philosophy) , faculty development , dental education , psychology , teaching method , medline , medicine , professional development , mathematics education , computer science , political science , artificial intelligence , law
This article describes the creation of an objective structured teaching examination (OSTE) to assess a dental faculty development program. An OSTE is a performance‐based measure that utilizes standardized students and is designed to measure observable teaching skills. In spring 2010, the authors developed, implemented, and evaluated an OSTE to assess a New York University College of Dentistry (NYUCD) faculty development program, Class ACTS (Advanced Clinical Teaching Scholars). They created a three‐station OSTE to measure changes in teaching skills resulting from participation in Class ACTS. Dental student teaching assistants were trained to act as standardized students and patients and to use the rating forms. The faculty members’ OSTE scores and ratings increased after participating in the Class ACTS program in all fifteen teaching domains tested, and statistically significant improvements occurred in nine of the fifteen domains. A search of the relevant literature suggests that this is the first time that an OSTE has been used to assess a faculty development program in dental education. This study's results appear to support NYUCD's faculty development efforts to improve the teaching skills of its faculty members.