{"title":"The purpose and use of objective structured teaching encounters (OSTE) in faculty development programmes: AMEE Guide No. 188.","authors":"Salome Voronovi, Da-Ya Yang, David Cm Taylor","doi":"10.1080/0142159X.2025.2568050","DOIUrl":null,"url":null,"abstract":"<p><p>Objective Structured Teaching Encounters (OSTE) are derived from the more familiar Objective Structured Clinical Examinations (OSCE), but the focus is on the activity of the teacher/trainer rather than the student/trainee. A teaching encounter between a teacher/trainer and a simulated student/trainee is observed by colleagues, and the teacher/trainer receives feedback from the observers and the student/trainee. It is designed as a way of evaluating a teacher's response to an encounter with a student or trainee, giving the teacher feedback on what they do well, and suggesting ways to overcome any difficulties OSTEs allow for teachers at every level to reflect on their teaching encounters, to demonstrate their skills and identify their deficits, and to help build a community of professional practice. This guide will help you to decide whether or not to use OSTEs, and how best to use them in your context. We provide you with protocols, examples, and point towards the evidence.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3000,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Teacher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0142159X.2025.2568050","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective Structured Teaching Encounters (OSTE) are derived from the more familiar Objective Structured Clinical Examinations (OSCE), but the focus is on the activity of the teacher/trainer rather than the student/trainee. A teaching encounter between a teacher/trainer and a simulated student/trainee is observed by colleagues, and the teacher/trainer receives feedback from the observers and the student/trainee. It is designed as a way of evaluating a teacher's response to an encounter with a student or trainee, giving the teacher feedback on what they do well, and suggesting ways to overcome any difficulties OSTEs allow for teachers at every level to reflect on their teaching encounters, to demonstrate their skills and identify their deficits, and to help build a community of professional practice. This guide will help you to decide whether or not to use OSTEs, and how best to use them in your context. We provide you with protocols, examples, and point towards the evidence.
期刊介绍：
Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.
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