title: An Observed Structured Teaching Evaluation Demonstrates the Impact of a Resident-as-Teacher Curriculum on Teaching Competency.
abstract: OBJECTIVE
  Residents play a critical role in the education of peers and medical students, yet attainment of teaching skills is not routinely assessed. The primary aim of this study was to develop a novel, skill-based Observed Structured Teaching Evaluation (OSTE) and self-assessment survey to measure the impact of a resident-as-teacher curriculum on teaching competency. The secondary aim was to determine interrater reliability of the OSTE.
  
  
  METHODS
  A prospective study quantitatively assessed intern teaching competency via videotaped teaching encounters (videos) before and after a month-long hospital medicine rotation and self-assessment surveys over a 5-month period. The intervention group received the resident-as-teacher curriculum. Videos were evaluated by 2 blinded faculty via an OSTE covering 9 skills within 3 core components: preparation, teaching, and reflection. Pre- to post-HM rotation month differences were evaluated within and between groups using the Wilcoxon signed rank test and Wilcoxon rank-sum test, respectively.
  
  
  RESULTS
  Twenty-two of 25 (88%) control and 27 of 28 (96%) intervention interns participated; 100% of participants completed the study. The intervention group's pre-post difference for the total OSTE score and the average self-assessed competence statistically improved; however, no significant difference was seen between groups. The difference in preparation scores was significant for the intervention compared with the control. The OSTE's interrater reliability demonstrated good agreement with weighted kappas of 0.86 for preparation, 0.71 for teaching, and 0.93 for reflection.
  
  
  CONCLUSIONS
  Implementation of an objective, skill-based OSTE detected observable changes in interns' teaching competency after implementation of a brief resident-as-teacher curriculum. The OSTE's good interrater reliability may allow standardized assessment of skill attainment over time.
authors.affiliation: Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio Matthew.zackoff@cchmc.org.
authors.forename: Matthew
authors.initials: M
authors.lastname: Zackoff
authors.affiliation: Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
authors.forename: Karen
authors.initials: K
authors.lastname: Jerardi
authors.affiliation: Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
authors.forename: Ndidi
authors.initials: N
authors.lastname: Unaka
authors.affiliation: Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
authors.forename: Heidi
authors.initials: H
authors.lastname: Sucharew
authors.affiliation: Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
authors.forename: Melissa
authors.initials: M
authors.lastname: Klein
mesh_terms: D000328:Adult; D003479:Curriculum; D005178:Faculty / Q000592:standards*; D005260:Female; D006801:Humans; D007396:Internship and Residency / Q000592:standards*; D008297:Male; D011361:Professional Competence / Q000592:standards*; D011446:Prospective Studies; D014743:Videotape Recording
keywords: medical education; observed structured teaching evaluation (OSTE); resident-as-teacher