An objective structured teaching exercise for faculty training and assessment of teaching ability in interprofessional collaborative practice and education.
{"title":"An objective structured teaching exercise for faculty training and assessment of teaching ability in interprofessional collaborative practice and education.","authors":"Hsiu-Chen Yeh, Sin-Yi Huang, Tsung-Ying Chen, Ming-Chen Hsieh","doi":"10.4103/tcmj.tcmj_163_18","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Improving clinical teachers' ability to teach interprofessional collaborative practice warrants development in current faculty training programs; in particular, current education training emphasizes experiential learning and multiple teaching strategies. The purpose of this study was to establish a teaching model to apply interdisciplinary collaborative care and to improve clinical teachers' execution of interprofessional practices.</p><p><strong>Materials and methods: </strong>Health-care faculty members were studied; this study assessed a teacher education curriculum for interprofessional education (IPE) and applied an objective structured teaching exercise (OSTE) to evaluate IPE execution by clinical teachers.</p><p><strong>Results: </strong>The OSTE improved clinical teachers' IPE execution, verifying the necessity for multistrategy teaching in faculty training programs.</p><p><strong>Conclusions: </strong>This study provides different types of interprofessional faculty training and assessments. Development of an OSTE requires long-term planning, and IPE should also be incorporated into formal programs.</p>","PeriodicalId":72593,"journal":{"name":"Ci ji yi xue za zhi = Tzu-chi medical journal","volume":"31 3","pages":"188-191"},"PeriodicalIF":0.0000,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/42/49/TCMJ-31-188.PMC6559028.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ci ji yi xue za zhi = Tzu-chi medical journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/tcmj.tcmj_163_18","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: Improving clinical teachers' ability to teach interprofessional collaborative practice warrants development in current faculty training programs; in particular, current education training emphasizes experiential learning and multiple teaching strategies. The purpose of this study was to establish a teaching model to apply interdisciplinary collaborative care and to improve clinical teachers' execution of interprofessional practices.
Materials and methods: Health-care faculty members were studied; this study assessed a teacher education curriculum for interprofessional education (IPE) and applied an objective structured teaching exercise (OSTE) to evaluate IPE execution by clinical teachers.
Results: The OSTE improved clinical teachers' IPE execution, verifying the necessity for multistrategy teaching in faculty training programs.
Conclusions: This study provides different types of interprofessional faculty training and assessments. Development of an OSTE requires long-term planning, and IPE should also be incorporated into formal programs.