Objective structured teaching examination (OSTE): an underused tool developed to assess clinical teaching skills. A narrative review of the literature

ABSTRACT BACKGROUND: There are plenty of options for evaluating medical students and medical residents' clinical skills. Objective structured clinical evaluations (OSCEs) have emerged as a powerful and reliable tool for assessing multiple cognition domains of clinical expertise. In the same way as OSCEs have emerged to assess clinical skills, objective structured teaching evaluations (OSTEs) have come to light as promising and unbiased interventions for evaluating the act of clinical teaching. DESIGN AND SETTING: Narrative review developed at Universidade Federal de Uberlândia, Brazil. METHODS: We searched the literature regarding OSTEs using the MEDLINE (via PubMed) and LILACS (viaBiblioteca Virtual em Saude) databases. The SciELO library was also searched for Brazilian papers. Systematic reviews, reviews and randomized controlled trials specifically assessing how OSTEs performed in relation to development of academic staff and medical residents were then selected. RESULTS: Our search retrieved 178 papers, of which 40 were considered eligible for intensive review. Most of the studies selected reported positive effects from OSTE activities. However, there was little quantitative data to gauge the impact of OSTEs on improvement of teaching skills. CONCLUSIONS: Considering that OSCEs have become a widely used tool for assessing medical students' and residents' clinical skills, it is high time to incorporate OSTEs for evaluating teaching skills in Brazil. Encouraging data to support implementation of this assessment tool in this country is available from abroad. The net benefit from this would possibly encompass medical students, residents and academic staff, through bringing awareness about the importance of excelling in teaching skills.

Interns' depressive symptoms evolution and training aspects: a prospective cohort study

SUMMARY OBJECTIVE To study depression symptoms' incidence of medical interns (first year of medical residency) and its correlation with occupational characteristics, satisfaction and stress about their training program. METHODS Prospective Cohort Study conducted at Escola Paulista de Medicina, Universidade Federal de São Paulo. First year residents, N = 166, from a teaching hospital were invited to answer the Beck Depression Inventory (BDI) and an occupational questionnaire in a prospective longitudinal study. BDI score variation was related with socio-demographic aspects and occupational characteristics using linear regression models. RESULTS 111 subjects participated (67%); the BDI-score increased in 8 months (mean = 2.75 ± 3.29 vs. 7.00 ± 5.66; p<0.0001). The depressive symptoms' incidence was 9.01% (score>15). BDI-score variation had mean = 4.25 ± 4.93, ranging from -8 to 28. Residents not satisfied with professional training acquired (β = 3.44; p = 0.004), with their personal life (β = 2.97; p = 0.001), or who felt stressed in the relationship with senior residents (β = 2.91; p = 0.015) presented 3 more points of BDI-score after 8 months comparing to those without these perceptions; and being unsatisfied with the nursing team increased BDI-score after 8 months in 2 more points (β = 1.95; p = 0.025). CONCLUSION Among the factors that interfere with depression in interns is the occupational characteristics, which might be enhanced by the training facility. Addressing these dissatisfaction and stressful issues should help the university provide better care of interns' mental health.

RESUMO OBJETIVO Estudar a incidência de sintomas depressivos em residentes de medicina de 10 ano e sua correlação com características ocupacionais, satisfação e estresse no programa. MÉTODOS Coorte prospectivo realizado na Escola Paulista de Medicina, Universidade Federal de São Paulo. Foram convidados 166 médicos residentes do hospital universitário para responder ao Inventário de Depressão Beck (BDI) e a um questionário ocupacional num estudo prospectivo longitudinal. O escore da variação do BDI foi relacionado com aspectos sociodemográficos e características ocupacionais usando um modelo de regressão linear. RESULTADOS Cento e onze sujeitos participaram (67%); o escore do BDI aumentou em oito meses (média = 2,75 ± 3,29 vs. 7,00 ± 5,66; p<0,0001). A incidência dos sintomas depressivos foi de 9,01% (escore>15). A variação do escore do BDI teve média = 4,25 ± 4,93 (de -8 a 28). Residentes não satisfeitos com o treinamento profissional (β = 3,44; p = 0,004), com a vida pessoal (β = 2,97; p = 0,001) ou que se sentem estressados na relação com residentes seniores (β = 2,91; p = 0,015) apresentaram 3 pontos a mais do escore do BDI depois de oito meses em comparação com aqueles sem tais percepções; estar insatisfeito com a equipe de enfermagem aumentou o escore do BDI em 2 pontos (β = 1,95; p = 0,025). CONCLUSÃO Entre os fatores que interferem na depressão em residentes estão as características ocupacionais que podem ser melhoradas no treinamento. Esclarecer tais pontos pode ajudar a instituição a prover um melhor cuidado em saúde mental.

Modelo de educación diabetológica con fines preventivo / Model of diabetological education with preventive aims

Se realizó una intervención educativa en 20 estudiantes del grupo de quinto año de la carrera de Medicina, pertenecientes a la Universidad de Ciencias Médicas de Santiago de Cuba, durante los cursos 2010 al 2012, a fin de determinar la eficacia del modelo de educación diabetológica con fines preventivos. Se obtuvo que, tanto este modelo como el método educativo-preventivo y el procedimiento metodológico educativo propuestos favorecieron el perfeccionamiento del proceso docente-educativo, como nueva alternativa de solución para la didáctica de la educación diabetológica preventiva.

An educational intervention was carried out in 20 students of the fifth year group from the Medicine career, belonging to the Medical Sciences University in Santiago de Cuba, during the courses 2010-2012, in order to determine the effectiveness of the pattern of diabetological education with preventive aims. It was obtained that, either this model as the educational-preventive method and the educational methodological procedure which were proposed, favoured the improvement of the educational-teaching process, as a new alternative for the didactics of the preventive diabetological education.