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. 2023 Dec 14;34(1):13-18.
doi: 10.1007/s40670-023-01952-3. eCollection 2024 Feb.

Observed Structured Teaching Experiences (OSTEs) in a Students as Teachers Course

Margaret R Mahoney  1 , Matthew E Gayoso  1 , Natasha A Belsky  1 , Travis W Crook  2 , Kendra P Parekh  1   3
Affiliations

Observed Structured Teaching Experiences (OSTEs) in a Students as Teachers Course

Margaret R Mahoney et al. Med Sci Educ. .

Abstract

Introduction: Teaching is an important competency in graduate medical education (GME). Many residency programs have implemented curricula to develop residents' teaching skills and observed structured teaching experiences (OSTEs) have been used to assess these skills. There is an increasing focus on building teaching skills earlier in the medical education continuum, however, there is limited literature on assessing medical students' teaching skills. The authors developed an OSTE for medical students enrolled in a students-as-teachers course to address this gap and provide formative feedback on teaching skills.

Materials and methods: OSTEs were conducted for fourth-year medical students (M4s) enrolled in a Students as Teachers Advanced Elective at a US medical school. An M4 observed a first-year medical student (M1) during a simulated encounter with a standardized patient. The M4 gave feedback and a chalk talk. A physician observer assessed the M4's teaching using the modified Stanford Faculty Development Program (SFDP) questionnaire. The M1s and M4s also completed the SFDP. The M4 completed pre- and post-OSTE self-efficacy surveys (score range 6-30) and a post-OSTE acceptability survey.

Results: All (30/30) M4s completed the OSTE. The SFDP identified common teaching strengths and areas for growth. ANOVA tests demonstrated significant differences between the mean (SD) scores from physician assessors, M1s, and M4s [4.56 (0.63) vs. 4.87 (0.35) vs. 4.08 (0.74), p<0.001]. There was a statistically significant difference in mean (SD) self-efficacy scores pre- and post-OSTE [18.72 (3.39) vs. 23.83 (3.26), p<0.001]. All M4s (30/30) somewhat or strongly agreed with all three OSTE acceptability questions.

Lessons learned: The authors successfully conducted an OSTE in an M4 advanced elective. The OSTE was highly acceptable to participants, and M4s demonstrated improved teaching self-efficacy. Further research should explore the validity of the OSTE to measure medical students' teaching skills and the long-term impact of developing teaching skills in medical school.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-023-01952-3.

Keywords: Observed structured teaching experiences (OSTEs); Simulation; Teaching skills; Undergraduate medical education.

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Conflict of interest statement

Competing InterestsThe authors have no relevant financial or non-financial interests to disclose.

Figures

Fig. 1
Fig. 1
Observed Structured Teaching Experience (OSTE) design and timing. “SaT” refers to post-clerkship students enrolled in a Students as Teachers Advanced Elective. “M1” refers to first-year medical student participating as a learner in the OSTE
Fig. 2
Fig. 2
Mean scores on the SaT assessment from each group of assessors. Stars indicate ANOVA with statistically significant difference between groups (* means p = 0.001, ** means p < 0.001)
See this image and copyright information in PMC

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