Prislin M D, Fitzpatrick C, Giglio M, Lie D, Radecki S
Department of Family Medicine, University of California, Irvine, Orange 92868-3298, USA.
Acad Med. 1998 Oct;73(10):1116-8. doi: 10.1097/00001888-199810000-00024.
To explore the applicability of using an objective structured evaluation to assess community preceptors' teaching performances.
The authors developed and, in 1996, administered an objective structured teaching evaluation (OSTE) at the University of California, Irvine, College of Medicine. They compared assessments of teaching skills made by faculty observers and standardized students, and examined instrument reliability, realism, and utility.
Reliabilities of the OSTE varied with individual stations but, in several instances, approached acceptable standards. Faculty observers' and standardized students' evaluations of preceptors' performances were similar. Participants' feedback indicated that the greatest OSTE-related benefit was derived by the faculty observers.
An OSTE that reflects realistic teaching situations can be successfully developed. Objective structured evaluation can be successfully applied to assessing faculty teaching performance. However, it may be no more discriminating than are student evaluations. An OSTE's utility may be greatest in guiding faculty development initiatives.
探讨使用客观结构化评估来评价社区带教教师教学表现的适用性。
作者于1996年在加州大学欧文分校医学院开发并实施了一项客观结构化教学评估（OSTE）。他们比较了教师观察员和标准化学生对教学技能的评估，并检验了该评估工具的可靠性、真实性和实用性。
OSTE的可靠性因各个站点而异，但在某些情况下接近可接受标准。教师观察员和标准化学生对带教教师表现的评价相似。参与者的反馈表明，教师观察员从OSTE中获得的益处最大。
可以成功开发出反映实际教学情况的OSTE。客观结构化评估可以成功应用于评估教师的教学表现。然而，它可能并不比学生评价更具区分性。OSTE在指导教师发展计划方面的作用可能最大。
