Council on Medical Student Education in Pediatrics


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COMSEP Meeting in Nashville

Poster Presentation:



Cindy Osman, MD, MD, New York University, New  York, NY, Lucy Chang, MD, New York University, New York, NY, Linda Tewksbury,  MD, New York University, New York, NY

Background The ACGME and LCME mandate that residency programs and medical schools provide core faculty with regular faculty development on teaching.  Objective Structured Teaching Exercises (OSTEs) are an innovative tool using standardized learners (SLs) to develop and assess teaching skills. Little has been published on the use of OSTEs in pediatric faculty development.
Objective 1. To design a workshop using a two-station OSTE as part of a pediatric department-wide faculty development program to enhance teaching skills. 2. To assess feasibility and acceptability of the program. 
Methods A two-station OSTE was developed in consultation with faculty with OSTE expertise. In one station, faculty provided feedback to a standardized medical student, portrayed by a trained actor, with professionalism issues. In the second, faculty precepted a standardized pediatric intern, portrayed by a trained internal medicine intern, presenting a toddler with vomiting and diarrhea. Each station consisted of 10 minutes performing the assigned task, 5 minutes of written evaluation by both faculty (self-assessment) and SL using a competency-based checklist, and 5 minutes of verbal feedback by the SL. A brief didactic on giving feedback and the “one minute preceptor” and final debriefing were included.  Participants completed an anonymous workshop assessment, using a Likert scale of 1 (below expectation) to 5 (exceeding expectations).
Results All 26 participating faculty completed the workshop assessment. The OSTE was rated overall as 4.9 (range 4 – 5). In the feedback station, participants graded the case and SL as realistic (4.7 each) and assessed SL feedback as helpful (4.7). In the precepting station, participants assessed the case as realistic (4.5) and the SL as realistic (4.4) but reported less helpful feedback from the intern SL (4.0). Participants rated the brief didactics and debriefing as helpful (mean 4.6, 4.7 respectfully). 
Conclusion It is feasible to design and implement a workshop using OSTEs that is well-received by pediatric faculty. While residents provide for a realistic portrayal of standardized learners in an OSTE, actors are also capable of being realistically trained and may provide more honest, direct feedback.