Abstract Introduction Objective structured teaching exercises (OSTEs) are used to evaluate teaching skills and allow participants to practice new teaching behaviors. This resource contains a complete ...set of tools to conduct a three-station OSTE for a group of clinician-teachers and includes a novel method of multisource feedback delivery. Methods This OSTE was implemented as the culmination of a full-day faculty development workshop for the Division of Emergency Medicine at the University of Wisconsin in May 2012. Over the course of an hour and 15 minutes, a group of four participants rotated through each of three stations, which comprised two clinical teaching scenarios and one end-of-rotation feedback scenario. All three stations utilized a standardized learner, and two of the three stations included a standardized patient. Each member of the four-person participant group had a different role: teacher, copilot, verbal communication observer, or nonverbal communication observer. The last three roles observed the teacher and provided feedback on different aspects of the teacher's performance. The standardized learner also offered feedback. Materials included three cases featuring descriptions of all roles, the instructor's guide, an instrument to allow evaluation of the OSTE, and a take-home tip sheet. Results Twenty-four faculty completed the workshop and the OSTE. Quantitative and qualitative evaluation data were collected. Participants were asked on a written, anonymous evaluation form if the OSTE was useful, if they would recommend a similar experience to their colleagues, and whether they believed the OSTE would change the way they taught. Average scores for those three questions were 4.25, 4.06, and 4.00, respectively, on a 5-point Likert scale (1 = definitely no, 5 = definitely yes), suggesting that participants viewed the experience as useful and impactful. A self-assessment survey was also completed. Participants compared their own retrospective assessments of skills prior to and after the entire workshop. These self-assessments showed improvements across a range of 10 different teaching behaviors. In particular, on a 5-point Likert scale, participants' confidence in providing effective feedback rose from an average of 2.94 to 4.38, confidence in identifying teachable moments rose from 3.19 to 4.06, and confidence in overall teaching ability rose from 3.19 to 3.81 (all statistically significant, p < .05). Discussion These results suggest that the OSTE played a significant role in improving participants' attitudes. The same scale could be used to evaluate the module at one's home institution and serve as a basis for further improvements and modifications in the protocol.
Introduction: Uterine Prolapse (UP) is the contributor to reproductive health problems that influence the women’s quality of life. It is the most frequent cause of gynaecological morbidities among ...women in India and major indication for hysterectomy. Aim: To evaluate the effectiveness of Structured Teaching Programme (STP) on knowledge regarding preventive measures of UP among mothers and to find out the association between knowledge of mothers regarding preventive measures of UP and selected demographic variables. Materials and Methods: A quantitative research approach with pre-experimental one group pre-test and post-test design was used for the study. The setting of the study was Gynaecology OPD at AIMS, Kochi. By using non-probability convenience sampling technique, 40 antenatal mothers were selected. A semistructured questionnaire was used to assess the demographic data and knowledge regarding preventive measures of the UP in mothers. The STP was provided to the participants after pre-test. The post-test was done on the 14th day after pre-test. The sample characteristics were described using frequency, percentage. Chi–square test was used to find out the association between knowledge of mothers regarding preventive measures of UP and selected demographic variables. Results: The mean pre-test knowledge score was 11.85±4.36 and the mean post-test knowledge score was 19.75±2.98. There was a statistically significant improvement in the level of knowledge regarding preventive measures of UP among the mothers (t-value=16.01, p<0.05) and significant association was found between Pre-test level of knowledge and age of mothers (χ2 =6.30,p=0.043). However, no significant association was found between pre-test level of knowledge and selected demographic and clinical variable which includes education, occupation, place of residence, previous information about UP etc. Conclusion: The findings of the study showed a significant improvement in knowledge regarding preventive measures of UP among mothers. The STP was effective and it is also suggested that the programme should be continued in order to uplift the overall health and practices of mothers. Hence, it will help to reduce the incidence of UP and enhance the quality of life in future.
Abstract Many residents strive to be effective teachers but face several barriers early in their career. For instance, barriers include incomplete medical knowledge of pediatric-specific content, ...limited training on structuring adult educational experiences, and time constraints of clinical responsibilities. These factors lead to wasted opportunities for residents to practice their teaching and improve their teaching and communication skills while cementing their own medical knowledge. In addition, once this education has occurred, standardized objective assessment of the quality of the educational encounter is often lacking. The purpose of this resource is to provide a comprehensive approach for educating residents on key facets of teaching while improving quality of education delivered to medical students. The observed structured teaching evaluation (OSTE), used for evaluation of resident skills with regards to brief didactic teaching, allows standardized objective assessment that we hope may help other training institutions expand or improve their own resident-as-teacher curricula. This resource was first implemented in May 2013 at Cincinnati Children's Hospital Medical Center and evaluated as a controlled, prospective, pre/post educational study over a 5-month period. It was directed towards first-year pediatric residents on the hospital medicine rotation because of their active teaching role with third-year medical students. Approximately 50 first-year residents were recruited via email, with 92% agreeing to participate. All participants completed the curriculum. There was significant pre-post difference in one of the key domains of teaching competency for the residents who received the curriculum, as well as a notable trend for overall competency.
This study examined the effects of a work system on the independent work and play skills of students with autism. Work systems, an element of structured teaching developed by Division TEACCH, are ...organized sets of visual information that inform a student about participation in work or play areas. A single subject withdrawal of treatment design, with replications across three participants, was used to assess the on-task behavior and work completion skills of the students in classroom and employment settings as a result of the intervention. Observational data indicated that all students showed increases in on-task behavior, increases in the number of tasks completed or play materials utilized, and reduction of teacher prompts. The results were maintained through the 1-month follow-up.
With a basis in conclusions from a comparative meta-synthesis of teaching and learning, the question of structured and teacher-led teaching in Swedish comprehensive schools is discussed and analysed. ...The aim is to illustrate the development of results and changes in teaching patterns in Swedish comprehensive schools in relation to new regulations in the curriculum concerning structured teaching. The result shows that in current research there is some support for structured teaching but, at the same time, a gradual and parallel development of the pupil's personal discovery and learning is emphasised. Regardless of the grade of structure, the quality of interaction and communication in teaching seems to be conclusive. One superior teaching dimension consists of structure and interaction.
The current study was part of a larger project which examined teachers' classroom practices and relationships with students' learning engagement in primary-school education in Estonia. The focus was ...the role of autonomy supportive and structured teaching on learning engagement. Two primary-school teachers and their 46 students were selected for this study. The aim of the study was to explore how teachers' classroom practices influence students' learning engagement over two years during grade two and grade four of the educational system. Three trained observers rated classroom practices and students self-reported learning engagement. The results highlight primary students' high-learning engagement, and did not confirm an expectation that low-autonomy-supportive teaching results in low-learning engagement in primary school.
Background: Parents of children with hydrocephalus play a crucial role in recognizing the early signs of shunt-related complications and to prevent morbidity and mortality. Aim: To evaluate the ...effectiveness of an educational intervention among the parents of children with hydrocephalus and shunt. Materials and Methods: Quantitative, quasi-experimental one group pretest-posttest design was used for the study. Twenty parents of children (<5 years) with ventricular shunt were selected by non-probability convenience sampling technique from pediatric neurosurgery outpatient department of tertiary care hospital, Kerala, India. Tool 1 was used to assess the demographic and clinical variables of the sample and the child and tool 2 was the structured knowledge questionnaire on home care management of children with hydrocephalus and shunt. Results: The difference in the mean pretest-posttest knowledge score was statistically significant at P < 0.01. There was a significant association between the mean knowledge score of the sample and the age of the mother, the age of the mother at pregnancy, and the previous knowledge from various sources. Conclusion: The study revealed that the parent-centered education was effective in improving the knowledge of parents regarding care of children with hydrocephalus and shunt. It helps them to extend the care of these children from hospital to home and hence improve their quality of life.
Abstract Introduction Faculty development programs are standards of practice in medical education to develop teaching skills of faculty. Programs that involve direct faculty feedback from a trained ...observer are more effective in impacting behaviors. An observed structured teaching encounter (OSTE) uses standardized trainees in scripted cases to assess teaching skills. The goal of the OSTE assessment can be program evaluation or specific teaching and feedback skills used in medical education with trainees. The OSTE allows practice followed by immediate feedback on performance. Methods In this OSTE, faculty development was provided to psychiatry preceptors. Their role was to precept two to three second-year medical students during a psychiatric patient encounter. The goal was to conduct a complete history and mental status exam on the patient. Using a standardized patient in the role of a psychiatric patient and fourth-year medical students in the role of second-year students, a simulated interaction was conducted in a small group. This role-play mimicked the preceptor, student, and patient encounter. The focus was on patient interviewing skills in addition to keeping all three students, who were observers, engaged in the interaction and learning. This was followed by a small-group discussion focusing on teachable moments. Results We used the evaluation by the second-year students, who completed a required initial clinical experience (ICE) in psychiatry, as evidence that this faculty development was effective. The psychiatry ICE data from 2014–2015 (N = 77) had 12 evaluation questions with a mean score of 3.9 out of 4.0. The one question that directly related to the faculty development OSTE (“Directly observes my clinical skills when interacting with patients”) scored 4.0 out of 4.0. Discussion To engage preceptors who are required to participate as preceptors in an early clinical experience, it is important to consider faculty development strategies beyond introductory letters, how-to manuals, videos, and PowerPoints. The OSTE framework permits enactment of the desired education strategy and reinforces what we expect from clinical teachers as well as expectations from students during a teaching encounter. It also unveils gaps that can be addressed in future faculty developments to assure learning for our students is consistent and on target.
Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, ...whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings.
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