INITIAL EXPERIENCE WITH A MULTI-STATION OBJECTIVE STRUCTURED TEACHINGSKILLS EVALUATION

Purpose. To explore the applicability of using an objective structured evaluation to assess community preceptors' teaching performances. Met hod. The authors developed and, in 1996, administered an objective str uctured teaching evaluation (OSTE) at the University of California, Ir vine, College of Medicine. They compared assessments of teaching skill s made by faculty observers and standardized students, and examined in strument reliability, realism, and utility. Results. Reliabilities of the OSTE varied with individual stations but, in several instances, ap proached acceptable standards. Faculty observers' and standardized stu dents' evaluations of preceptors' performances were similar. Participa nts' feedback indicated that the greatest OSTE-related benefit was der ived by the faculty observers. Conclusions. An OSTE that reflects real istic teaching situations can be successfully developed. Objective str uctured evaluation can be successfully applied to assessing faculty te aching performance. However, it may be no more discriminating than are student evaluations. An OSTE's utility may be greatest in guiding fac ulty development initiatives.