1064 Teaching the Competencies: Using Observed Standardized Clinical Encounters (OSCES) for Faculty Development

Abstract

Background: Gastroenterology training programs are mandated to give feedback to their fellows but some faculty may not feel comfortable offering feedback or identifying specific areas for improvement. Training programs are also expected to develop the skills of their faculty as educators. We use Observed Standardized Clinical Encounters (OSCEs) to assess fellows' interpersonal and communication skills as well as their professionalism. The skills checklists we created provide the faculty with specific criteria to rate the performance of the fellows. We propose that OSCEs can serve as tools for faculty development in delivering effective feedback. Methods: Faculty completed a web-based 30 minute training module on giving feedback and received written guidelines about giving feedback prior to the OSCE. Four OSCE stations (obtaining informed consent, delivering bad news, apologizing for a medical complication, and transfer to surgery) were completed by each fellow and observed by faculty. The faculty used standardized behavioral specific checklists to assess the fellows' knowledge, professionalism, and communication skills. Post OSCE faculty rated the value of each faculty development program component and assessed their current comfort level with feedback as compared to before the program. Results: 8 faculty members from 5 GI training programs in NYC observed the 4 station OSCE and 10 fellows participated. Each faculty member observed one of the 4 scenarios. Immediately following each case, feedback was provided to the fellow by both the faculty observer and the standardized patient. The faculty members completed an exit survey to assess the utility of the OSCE and how well the program addressed the proposed educational objectives. 100% of the faculty agreed that feedback is an important learning tool, should include the learner's assessment and performance and that their feedback skills could improve with practice. As compared to prior to the program, 87.5% of the faculty agreed that they focused more on specific behaviors, 75% agreed that giving negative feedback was easier for them, and 62.5% felt that giving feedback was less challenging than before the training. The components of the program: the web based module, the narrative and the practicum were also rated on a scale of 1 (poor) to 5 (excellent) and the mean scores were 4.125, 4.375, and 4.875 respectively. Conclusions: OSCEs developed collaboratively can serve as practicums for giving constructive feedback and for faculty development and can help Gastroenterology training programs fulfill ACGME mandates.