Enforcement and analysis of the Objective Structured Teaching Evaluation

DOI Web Site 14 References
  • HAMADA Hisayuki
    Career Development Center for Medical Doctors, Nagasaki University Hospital
  • LEE Shirley
    Family & Community Medicine/Centre for Faculty Development of Medicine, University of Toronto
  • GHAVAM-RASSOUL Abbas
    Family & Community Medicine/Centre for Faculty Development of Medicine, University of Toronto
  • KONDO Hisayoshi
    Nagasaki University Graduate School of Biomedical Sciences Atomic Bomb Disease Institute
  • EZAKI Hironori
    National Organization Hospital Nagasaki Medical Center
  • OTANI Takashi
    Information Science in Education Graduate School of Education & Human Development Nagoya University
  • BATTY Helen P
    Family & Community Medicine/Centre for Faculty Development of Medicine, University of Toronto

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Other Title
  • 客観的指導能力評価（Objective Structured Teaching Evaluation: OSTE）の実施と分析
  • 探索的研究 客観的指導能力評価(Objective Structured Teaching Evaluation:OSTE)の実施と分析
  • タンサクテキ ケンキュウ キャッカンテキ シドウ ノウリョク ヒョウカ Objective Structured Teaching Evaluation OSTE ノ ジッシ ト ブンセキ

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Abstract

In Japan, awareness has increased in recent years of the importance of evaluating clinical educators. In Europe and North America, the Objective Structured Teaching Evaluation (OSTE), which employs standardized students, multiple stations, video recording, and scoring by multiple observers, is used to evaluate clinical educators. We report on the implementation of an OSTE in Japan.<br>1) Ten clinician-educator physicians participated in the OSTE, which comprised 5 stations and included standardized residents. The stations were video-recorded, and the educators were assessed by 7 different evaluators.<br>2) The educators were evaluated with a checklist and a 5-point scale. We assessed the reliability and validity of the checklist and analyzed the background characteristics of the clinician educators.<br>3) The factors most closely associated with high ratings on the checklist and the 5-point scale were: having a history of attendance at a seminar for clinician-educators, having greater than 5 years experience as an educator, and not being an internist. There was no interobserver variability among the evaluators.<br>4) The generalizability of the checklist was 0.81, and its reliability index was 0.83. The correlation coefficient between the total scale score and the checklist score was 0.8. <br>5) Although biases by participants were identified, our project suggests that the OSTE could be used in Japan to objectively evaluate the teaching skills of clinician-educators. Further research on the OSTE in Japan is warranted.

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