Whitehouse Andrew, Hassell Andrew, Bullock Alison, Wood Laurence, Wall David
West Midlands Deanery, Sutton Coldfield, United Kingdom.
Med Teach. 2007 Mar;29(2-3):171-6. doi: 10.1080/01421590701302951.
This study was to see if the team assessment of behaviours (TAB) 360 degree assessment tool was able to identify interpersonal behaviour problems in doctors in training, to see if feedback was useful, to gauge the value of the process by those involved, and to learn lessons about implementing the process for the future.
TAB was administered to assess interpersonal behaviours of senior house officers in four hospitals in the West Midlands, UK. In addition, questionnaires were sent to all participants, some were interviewed about the whole process, and records kept of the time involved.
One hundred and seventy-one SHO volunteers received 1378 assessments. The median number of ratings per SHO was 8 (mode 9). Sixty-four percent of SHOs received 'no concern' ratings in all four behaviours (domains) assessed. Twenty-one percent received one 'some concern' rating. Fifteen percent received more than one 'concern' rating.
Assessors and trainees found the process practical, valuable and fair. Educational supervisors found it valuable, although only 23% learned something new about their trainees. Clinical tutors valued the system. Administrative staff found it time consuming. The TAB four-domain rating form with its single pass category identified specific concern about volunteer trainees' professional behaviour. Not all trainees received skilled feedback.
本研究旨在探讨团队行为评估（TAB）360度评估工具能否识别实习医生的人际行为问题，反馈是否有用，衡量相关人员对该过程的评价，并吸取未来实施该过程的经验教训。
在英国西米德兰兹郡的四家医院，对高级住院医师的人际行为进行TAB评估。此外，向所有参与者发放问卷，对部分人员就整个过程进行访谈，并记录所花费的时间。
171名志愿参与的高级住院医师共收到1378份评估。每位高级住院医师的评分中位数为8（众数为9）。在评估的所有四种行为（领域）中，64%的高级住院医师得到“无问题”评分。有21%的人得到一项“有些问题”评分。15%的人得到不止一项“有问题”评分。
评估者和实习生认为该过程实用、有价值且公平。教育主管认为该过程有价值，尽管只有23%的人对其学员有了新的了解。临床导师对该系统评价很高。行政人员认为该过程耗时。TAB四领域评分表及其单一通过类别明确了对志愿实习生职业行为的具体担忧。并非所有实习生都得到了专业的反馈。
