Ephgrave Kimberly, Stansfield R Brent, Woodhead Jerold, Sharp W John, George Thomas, Lawrence John
Department of Surgery, University of Iowa Hospitals and Clinics, 200 Hawkins Dr, Iowa City, IA 52242-1009, USA.
Am J Surg. 2006 May;191(5):701-5. doi: 10.1016/j.amjsurg.2006.02.002.
Professionalism assessment has become necessary for all postgraduate training programs because it is now required for accreditation. To validate the novel items we generated to assess professionalism, we tested whether residents' ratings of faculty they judged as outstanding in professionalism would be distinguishable from those they judged as not outstanding.
Educators from core clinical disciplines generated 20 items assessing professionalism behaviors on a 7-point frequency scale anchored by "always" and "never." Thirty-five surgical and pediatric residents completed the form twice, anonymously rating 1 faculty member they judged as outstanding and another they judged as not outstanding.
The residents produced 69 faculty ratings with means that differed significantly on all items between the outstanding and not-outstanding faculty. The form was highly unidimensional, with the primary factor's eigenvalue being 11.5 and Cronbach's alpha being 0.97. Groups differed most on items, ie, "listens well," "inspires trust," "answers questions directly," and "demonstrates respect for all."
The behaviors that best distinguished clinical faculty judged by residents as outstanding professionals were listening, trustworthiness, answering directly, and respect.
由于专业认证的要求，专业素养评估对于所有研究生培训项目而言已变得十分必要。为了验证我们生成的用于评估专业素养的新条目，我们测试了住院医师对他们认为在专业素养方面表现出色的教员的评分，是否能与他们认为表现不出色的教员的评分区分开来。
核心临床学科的教育工作者生成了20个条目，以“总是”和“从不”为锚点，在7分频率量表上评估专业素养行为。35名外科和儿科住院医师两次填写该表格，分别匿名对1名他们认为表现出色的教员和另1名他们认为表现不出色的教员进行评分。
住院医师给出了69份教员评分，在所有条目上，表现出色和表现不出色的教员的评分均值存在显著差异。该表格具有高度的单维度性，主因子的特征值为11.5，克朗巴哈系数为0.97。两组在条目上差异最大的是“善于倾听”“激发信任”“直接回答问题”和“尊重所有人”。
住院医师认为是优秀专业人员的临床教员最能区分开来的行为是倾听、可信赖、直接回答和尊重。
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