METHODS: We conducted four semi-structured focus group interviews with resident (n = 6) and faculty (n = 17) volunteers from inpatient and outpatient Internal Medicine clerkship rotations. Transcripts were analyzed using thematic analysis.
RESULTS: Participants felt that the transition to a grading committee had benefits and drawbacks for both assessors and students. Grading committees were thought to improve grading fairness and reduce pressure on assessors. However, some participants perceived a loss of responsibility in students\' grading. Furthermore, assessors recognized persistent challenges in communicating students\' performance via assessment forms and misunderstandings about the new grading process. Interviewees identified a need for more training in formal assessment; however, there was no universally preferred training modality.
CONCLUSIONS: Frontline assessors view the switch from individual graders to a grading committee as beneficial due to a perceived reduction of bias and improvement in grading fairness; however, they report ongoing challenges in the utilization of assessment tools and incomplete understanding of the grading and assessment process.
方法:我们对来自住院和门诊内科医师轮换的住院医师(n=6)和教职员工(n=17)志愿者进行了四次半结构化焦点小组访谈。使用主题分析对成绩单进行分析。
结果:参与者认为,向评分委员会的过渡对评估员和学生都有好处和缺点。评级委员会被认为可以提高评级公平性并减轻评估者的压力。然而,一些参与者认为学生在评分方面失去了责任感。此外,评估人员认识到,在通过评估表格和对新的评分过程的误解传达学生的表现方面存在持续的挑战。受访者认为需要更多的正式评估培训;然而,没有普遍首选的培训方式。
结论:前线评估员认为从个人分级员转变为分级委员会是有益的,因为他们认为偏见的减少和分级公平性的改善;然而,他们报告了在使用评估工具方面的持续挑战以及对评分和评估过程的不完全理解。