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Purpose <p>This pilot study aimed to evaluate the feasibility of implementing OSTE in a procedural setting and to assess improvement in feedback delivery and scoring accuracy of procedural simulations.</p> Methods <p>Each participant completed three sessions in a case. Participants watched a simulation video of a procedure, graded the procedure using a rubric, and entered a room with a simulated learner (SL) to provide feedback. The SLs and a master assessor (MA) evaluated each participant’s feedback skills. After the first session, participants completed a training module on optimally using the rubric and learning to use the Pendleton Method of feedback. They returned for two more sessions. At the end of the third session, participants were interviewed and completed a survey evaluating the case. Scores were compared post- versus pre-training; data was analyzed using PC SAS v.9.4. Thematic analysis was conducted for qualitative data.</p> Results <p>In July 2024, six physicians who supervise central line placements (CLP) at a single academic institution participated in this study. All participants found OSTE feasible in practicing feedback in a procedural setting. Scoring accuracy was significantly lower post-training (<i>p</i> = 0.031 for both CS and TS), while there were no significant differences in the feedback skills of participants post- vs pre-training (<i>p</i> = 0.125 [SL], <i>p</i> = 0.313 [MA], <i>p</i> = 0.875 [SL + MA]). All participants found OSTE helpful in enhancing their feedback skills.</p> Conclusion <p>This pilot study demonstrates that OSTE is a feasible and flexible approach for engaging busy faculty in practicing feedback delivery within a procedural setting. However, despite the usefulness of the OSTE being highly perceived, the intervention did not result in measurable improvement in feedback delivery, and scoring accuracy declined following training.&#xa0;Further study is required to develop the most effective OSTE design for feedback quality improvement in the procedural setting.</p>

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Leveraging objective structured teaching exercises (OSTE) to enhance feedback delivery skills and scoring accuracy in medical education: a pilot study

  • 期刊论文

  • 发表日期：

    2026年5月28日

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  • Binh Le,
  • Lily Ehsan,
  • Onyekachi Emmanuel Anyagwa,
  • Emily Ehsan,
  • Keely Buesing,
  • Valerie Shostrom,
  • Priscila Rodrigues-Armijo,
  • Crystal Krause,
  • Jeremy Lipman,
  • Olabisi Ololade Sheppard

摘要

Purpose

This pilot study aimed to evaluate the feasibility of implementing OSTE in a procedural setting and to assess improvement in feedback delivery and scoring accuracy of procedural simulations.

Methods

Each participant completed three sessions in a case. Participants watched a simulation video of a procedure, graded the procedure using a rubric, and entered a room with a simulated learner (SL) to provide feedback. The SLs and a master assessor (MA) evaluated each participant’s feedback skills. After the first session, participants completed a training module on optimally using the rubric and learning to use the Pendleton Method of feedback. They returned for two more sessions. At the end of the third session, participants were interviewed and completed a survey evaluating the case. Scores were compared post- versus pre-training; data was analyzed using PC SAS v.9.4. Thematic analysis was conducted for qualitative data.

Results

In July 2024, six physicians who supervise central line placements (CLP) at a single academic institution participated in this study. All participants found OSTE feasible in practicing feedback in a procedural setting. Scoring accuracy was significantly lower post-training (p = 0.031 for both CS and TS), while there were no significant differences in the feedback skills of participants post- vs pre-training (p = 0.125 [SL], p = 0.313 [MA], p = 0.875 [SL + MA]). All participants found OSTE helpful in enhancing their feedback skills.

Conclusion

This pilot study demonstrates that OSTE is a feasible and flexible approach for engaging busy faculty in practicing feedback delivery within a procedural setting. However, despite the usefulness of the OSTE being highly perceived, the intervention did not result in measurable improvement in feedback delivery, and scoring accuracy declined following training. Further study is required to develop the most effective OSTE design for feedback quality improvement in the procedural setting.