title: Teaching the competencies: using objective structured clinical encounters for gastroenterology fellows.
abstract: OBJECTIVE
  Objective structured clinical encounters (OSCEs) are used widely to educate and assess the competence of medical students and residents; they generally are absent from fellowship training. The Accreditation Council for Graduate Education has cited OSCEs as a best practice for assessing the 6 core competencies. This article reports on the use of an OSCE to assess the competence of second-year gastroenterology fellows in the difficult-to-assess core competencies: interpersonal and communication skills and professionalism.
  
  
  METHODS
  We developed a 4-station, faculty-observed OSCE with 4 standardized patients. Information gathering, relationship development, patient education, and counseling skills were assessed. Professionalism skills assessed included obtaining informed consent, delivering bad news, managing difficult situations, and showing interdisciplinary respect. In each station, faculty and standardized patients completed an 18- to 24-item checklist evaluating fellows' performance and provided feedback to the fellows. Nine fellows and 5 faculty from 4 gastroenterology training programs in NYC participated.
  
  
  RESULTS
  Fellows and faculty generally highly rated the realism of the OSCE and favorably rated the OSCE for its difficulty and their overall experience. Across all cases, fellows were rated as receiving "well dones" for 56.4% of the communication items (SD, 18.3%) and for 79.1% of the professionalism items (SD, 16.4%).
  
  
  CONCLUSIONS
  Integrating OSCEs into gastroenterology fellowship training may help enhance communication skills and prepare fellows for dealing with difficult clinical situations and provides mechanisms for constructive feedback. OSCEs developed collaboratively can assist in program self-evaluation and reduce costs by sharing resources, in addition to fulfilling Accreditation Council for Graduate Education mandates.
authors.affiliation: Division of General Internal Medicine, NYU School of Medicine, New York, New York 10010, USA.
authors.forename: Bani
authors.initials: B
authors.lastname: Chander
authors.forename: Robert
authors.initials: R
authors.lastname: Kule
authors.forename: Peter
authors.initials: P
authors.lastname: Baiocco
authors.forename: Sita
authors.initials: S
authors.lastname: Chokhavatia
authors.forename: Don
authors.initials: D
authors.lastname: Kotler
authors.forename: Michael
authors.initials: M
authors.lastname: Poles
authors.forename: Sondra
authors.initials: S
authors.lastname: Zabar
authors.forename: Colleen
authors.initials: C
authors.lastname: Gillespie
authors.forename: Tavinder
authors.initials: T
authors.lastname: Ark
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Weinshel
mesh_terms: D004503:Education, Medical, Graduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D005762:Gastroenterology / Q000193:education*; D006801:Humans; D011361:Professional Competence / Q000706:statistics & numerical data*