背景:多源反馈(MSF)越来越多地用于评估受训者的表现,不同的评估小组在评估数据的效用中起着至关重要的作用。然而,在卫生专业教育中,无国界医生对评估者行为的研究有限。在工作环境中评估受训者的表现时,评估员使用多维概念化的什么构成了有效的绩效,也称为个人绩效理论,区分各种行为和子能力。,这不仅可以解释多源反馈中的评估者变异性,但也会导致对发展目的的评估数据的不同接受(和使用)。这项研究的目的是在评估居民绩效时探索各种评估者小组(居民和护士)的绩效理论。
方法:建构主义者,采用归纳性定性研究方法和无国界医生后的半结构化访谈,探讨了阿加汗大学(AKU)内科14名护士和15名住院医师的绩效理论。访谈笔录的归纳主题内容分析用于识别和比较用于评估居民绩效的居民和护士绩效理论中的关键维度。
结果:七大主题,反映评估者绩效理论的关键维度,从定性数据中得出,即;沟通技巧,病人护理,可访问性,团队合作技能,责任,医学知识和专业态度。有相当多的重叠,而且在住院医师和护士的绩效理论上也存在有意义的差异,特别是在可访问性方面,团队合作和医学知识。
结论:评估居民绩效的居民绩效和护士绩效理论在一定程度上重叠,然而,在他们关注或认为最重要的绩效维度方面也显示出有意义的差异。在无国界医生,因此,不同的评估小组可能持有不同的绩效理论,取决于他们的角色。我们的结果进一步加深了我们对无国界医生评估者来源效应的理解。我们的调查结果的含义与无国界医生的实施有关,评分表的设计以及MSF数据的解释和使用,以进行选择和提高性能。
BACKGROUND: Multisource feedback (MSF) is increasingly being used to assess trainee performance, with different assessor groups fulfilling a crucial role in utility of assessment data. However, in health professions education, research on assessor behaviors in MSF is limited. When assessing trainee performance in work settings, assessors use multidimensional conceptualizations of what constitutes effective performance, also called personal performance theories, to distinguish between various behaviors and sub competencies., This may not only explain assessor variability in Multi Source Feedback, but also result in differing acceptance (and use) of assessment data for developmental purposes. The purpose of this study was to explore performance theories of various assessor groups (residents and nurses) when assessing performance of residents.
METHODS: A constructivist, inductive qualitative research approach and semi-structured interviews following MSF were used to explore performance theories of 14 nurses and 15 residents in the department of internal medicine at Aga Khan University (AKU). Inductive thematic content analysis of interview transcripts was used to identify and compare key dimensions in residents\' and nurses\' performance theories used in evaluation of resident performance.
RESULTS: Seven major themes, reflecting key dimensions of assessors\' performance theories, emerged from the qualitative data, namely; communication skills, patient care, accessibility, teamwork skills, responsibility, medical knowledge and professional attitude. There were considerable overlaps, but also meaningful differences in the performance theories of residents and the nurses, especially with respect to accessibility, teamwork and medical knowledge.
CONCLUSIONS: Residents\' and nurses\' performance theories for assessing resident performance overlap to some extent, yet also show meaningful differences with respect to the performance dimensions they pay attention to or consider most important. In MSF, different assessor groups may therefore hold different performance theories, depending on their role. Our results further our understanding of assessor source effects in MSF. Implications of our findings are related to implementation of MSF, design of rating scales as well as interpretation and use of MSF data for selection and performance improvement.