| ORIGINAL ARTICLE |
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| Year : 2019 | Volume
: 31
| Issue : 3 | Page : 188-191 |
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An objective structured teaching exercise for faculty training and assessment of teaching ability in interprofessional collaborative practice and education
Hsiu-Chen Yeh1, Sin-Yi Huang2, Tsung-Ying Chen3, Ming-Chen Hsieh3
1 Department of Nursing; Department of Medical Education, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
2 Department of Pharmacy, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
3 Department of Medical Education, Buddhist Tzu Chi General Hospital; School of Medicine, College of Medicine, Tzu Chi University, Hualien, Taiwan
Correspondence Address:
Dr. Ming-Chen Hsieh
Department of Medical Education, Buddhist Tzu Chi General Hospital, 707, Section 3, Chung-Yang Road, Hualien
Taiwan
 Source of Support: None, Conflict of Interest: None  | 2 |
DOI: 10.4103/tcmj.tcmj_163_18
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Objective: Improving clinical teachers' ability to teach interprofessional collaborative practice warrants development in current faculty training programs; in particular, current education training emphasizes experiential learning and multiple teaching strategies. The purpose of this study was to establish a teaching model to apply interdisciplinary collaborative care and to improve clinical teachers' execution of interprofessional practices. Materials and Methods: Health-care faculty members were studied; this study assessed a teacher education curriculum for interprofessional education (IPE) and applied an objective structured teaching exercise (OSTE) to evaluate IPE execution by clinical teachers. Results: The OSTE improved clinical teachers' IPE execution, verifying the necessity for multistrategy teaching in faculty training programs. Conclusions: This study provides different types of interprofessional faculty training and assessments. Development of an OSTE requires long-term planning, and IPE should also be incorporated into formal programs.
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