Résumé
In Japan, awareness has increased in recent years of the importance of evaluating clinical educators. In Europe and North America, the Objective Structured Teaching Evaluation (OSTE), which employs standardized students, multiple stations, video recording, and scoring by multiple observers, is used to evaluate clinical educators. We report on the implementation of an OSTE in Japan.1) Ten clinician-educator physicians participated in the OSTE, which comprised 5 stations and included standardized residents. The stations were video-recorded, and the educators were assessed by 7 different evaluators.2) The educators were evaluated with a checklist and a 5-point scale. We assessed the reliability and validity of the checklist and analyzed the background characteristics of the clinician educators.3) The factors most closely associated with high ratings on the checklist and the 5-point scale were: having a history of attendance at a seminar for clinician-educators, having greater than 5 years experience as an educator, and not being an internist. There was no interobserver variability among the evaluators.4) The generalizability of the checklist was 0.81, and its reliability index was 0.83. The correlation coefficient between the total scale score and the checklist score was 0.8. 5) Although biases by participants were identified, our project suggests that the OSTE could be used in Japan to objectively evaluate the teaching skills of clinician-educators. Further research on the OSTE in Japan is warranted.
Résumé
1)With the implementation of mandatory clinical residency in Japan, resident evaluations have become an important part of clinical education. Recently, however, a greater emphasis has been placed on the evaluation of physician instructors. In the West, research examining the teaching skills of clinical physicians has been ongoing since the 1970s and is reviewed in this paper.<br>2)The Objective Structured Teaching Evaluation (OSTE), which uses standardized students, multiple stations, video recordings, and scoring by observers, was developed in the 1990s.<br>3)Unlike the Objective Structured Clinical Examination, which is an evaluation tool for medical students and residents, the OSTE is rarely used to evaluate individual performances or used as a part of certification exams. Instead, the OSTE serves as a tool for faculty development or as an outcome measure for the effectiveness of faculty development education initiatives.<br>4)If available in Japan, the OSTE would be an excellent resource for improving the teaching skills of physicians and would be a useful tool for training sessions for physician instructors. More research is needed to facilitate the introduction of the OSTE to Japan in the future.