Daelmans H E M, Hoogenboom R J I, Scherpbier A J J A, Stehouwer C D A, van der Vleuten C P M
Vrije Universiteit Medical Center, Skills Training Department, Amsterdam, The Netherlands.
Med Teach. 2005 Mar;27(2):158-63. doi: 10.1080/01421590400019534.
Assessment drives the educational behaviour of students and supervisors. Therefore, an assessment programme targeted at specific competencies may be expected to motivate supervisors and students to pay more attention to those competencies. In-training assessment (ITA) is regarded as a feasible method for assessing a broad range of competencies. Before and after the implementation of an ITA programme in an undergraduate Internal Medicine clerkship we surveyed students on the frequency of unobserved and observed supervision, and the quality of feedback as inferred from the seniority of the person providing it. After the implementation of the ITA programme supervision increased, but the difference was not statistically significant. The quality of feedback showed no significant change either. Inter-student variation in supervision and feedback remained invariably high after the implementation of the ITA programme. Whether these results are attributable to the way the programme was implemented or to the way the results were assessed remains to be clarified.
评估驱动着学生和导师的教育行为。因此，针对特定能力的评估计划可能会促使导师和学生更加关注这些能力。培训期间评估（ITA）被视为评估广泛能力的一种可行方法。在本科内科实习中实施ITA计划之前和之后，我们就未观察到的和观察到的督导频率以及从提供反馈者的资历推断出的反馈质量对学生进行了调查。ITA计划实施后，督导有所增加，但差异无统计学意义。反馈质量也没有显著变化。ITA计划实施后，学生之间在督导和反馈方面的差异始终很大。这些结果是归因于该计划的实施方式还是结果评估方式，仍有待澄清。
