Assessment of Rheumatology Fellows’ Skills as Clinical Teachers Through Self‐Assessment and Direct Observation
Authors' conclusion
Fellows' self-assessed teaching ability does not correlate with direct observation.
Study context
- Population
- Rheumatology fellows from five institutionscompleted observed structured teaching exercise (OSTE) and self-assessment
- Participants
- 25 participants
- Exposure
- OSTE preceptor ratings vs fellow self-assessment of teaching skills
- Outcome
- Fellows' proficiency as clinical teachers rated by trained faculty observers on the OSTE (learning environment, learner assessment, presenting material, feedback, overall teaching ability) and its correlation with self-assessment
Methodological detailsobserved structured teaching exercise (OSTE), self-assessment, survey, multicentre (five institutions)
- Observed structured teaching exercise (OSTE)
- Self-assessment
- Survey
- Multicentre (five institutions)
Main finding
As reported in the abstract
OSTE preceptor ratings, average proficiency by domain
Highest domain: presenting material, mean (SD)
4.16
SD 0.46
Lowest domain: learner assessment, mean (SD)
3.06
SD 1.56
Observational data: associations, not effects.
Further findings
Post-OSTE survey
- Agreed they had received high-quality feedback on teaching skills during fellowship training
- 57%
- Agreed they received effective feedback during the OSTE
- 100%
- 23 fellows (92%) completed the survey
Original publication
Assessment of Rheumatology Fellows’ Skills as Clinical Teachers Through Self‐Assessment and Direct Observation. Arthritis Care Res (Hoboken). Published 17 August 2025. doi:10.
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