The impact of an objective structured teaching evaluation on faculty teaching skills

Teach Learn Med. 2012;24(1):3-7. doi: 10.1080/10401334.2012.641476.

Abstract

Background: Objective structured teaching evaluations (OSTEs) have been utilized to evaluate educational curricula and for resident and faculty development.

Purpose: This study examines the impact of an OSTE on faculty teaching effectiveness and faculty satisfaction.

Methods: From 2004 to 2007, 46 faculty members participated in the OSTE. Faculty assessed their teaching abilities with a retrospective pre-post-test analysis. Faculty teaching evaluations for the 6 months before and after the OSTE were compared. Faculty participants completed satisfaction questionnaires regarding their OSTE experience and made teaching plans for the future.

Results: After the OSTE, faculty reported statistically significant improvements in all self-assessed teaching skills. There was, however, no improvement in their teaching evaluations. Faculty satisfaction with the OSTE experience was high. They indicated teaching plans incorporating lessons from the OSTE.

Conclusions: Faculty felt the OSTE was a rewarding experience and reported improvement in their teaching abilities; however, faculty teaching evaluations did not improve.

Publication types

  • Comparative Study
  • Evaluation Study

MeSH terms

  • Curriculum
  • Educational Measurement / methods
  • Educational Status
  • Faculty, Medical / standards*
  • Feedback
  • Humans
  • Job Satisfaction*
  • Professional Competence / standards*
  • Prospective Studies
  • Psychometrics
  • Retrospective Studies
  • Schools, Medical
  • Self Report
  • Self-Assessment
  • Staff Development / methods
  • Teaching / methods*
  • Time Factors
  • United States