采用 360 度多源反馈模型评估教学和专业精神。

Using the 360 degrees multisource feedback model to evaluate teaching and professionalism.

机构信息

The Johns Hopkins University, USA.

出版信息

Med Teach. 2009 Dec;31(12):1073-80. doi: 10.3109/01421590802572775.

DOI:10.3109/01421590802572775

PMID:19995170

Abstract

BACKGROUND

Student ratings have dominated as the primary and, frequently, only measure of teaching performance at colleges and universities for the past 50 years. Recently, there has been a trend toward augmenting those ratings with other data sources to broaden and deepen the evidence base. The 360 degrees multisource feedback (MSF) model used in management and industry for half a century and in clinical medicine for the last decade seemed like a best fit to evaluate teaching performance and professionalism.

AIM

To adapt the 360 degrees MSF model to the assessment of teaching performance and professionalism of medical school faculty.

METHODS

The salient characteristics of the MSF models in industry and medicine were extracted from the literature. These characteristics along with 14 sources of evidence from eight possible raters, including students, self, peers, outside experts, mentors, alumni, employers, and administrators, based on the research in higher education were adapted to formative and summative decisions.

RESULTS

Three 360 degrees MSF models were generated for three different decisions: (1) formative decisions and feedback about teaching improvement; (2) summative decisions and feedback for merit pay and contract renewal; and (3) formative decisions and feedback about professional behaviors in the academic setting. The characteristics of each model were listed. Finally, a top-10 list of the most persistent and, perhaps, intractable psychometric issues in executing these models was suggested to guide future research.

CONCLUSIONS

The 360 degrees MSF model appears to be a useful framework for implementing a multisource evaluation of faculty teaching performance and professionalism in medical schools. This model can provide more accurate, reliable, fair, and equitable decisions than the one based on just a single source.

摘要

背景

在过去的 50 年里，学生评教一直是高校教学绩效的主要甚至唯一衡量标准。最近，人们倾向于用其他数据源来补充这些评分，以扩大和深化证据基础。360 度多源反馈（MSF）模型在管理和工业领域使用了半个世纪，在临床医学领域使用了近十年，似乎是评估教学绩效和专业精神的最佳选择。

目的

将 360 度 MSF 模型应用于评估医学院教师的教学绩效和专业精神。

方法

从文献中提取出 MSF 模型在工业和医学中的显著特征。这些特征以及来自 8 个可能的评价者（包括学生、自我、同行、外部专家、导师、校友、雇主和管理人员）的 14 个证据来源，基于高等教育研究，被应用于形成性和总结性决策。

结果

生成了三个 360 度 MSF 模型，用于三种不同的决策：（1）关于教学改进的形成性决策和反馈；（2）用于绩效工资和合同续签的总结性决策和反馈；（3）关于学术环境中专业行为的形成性决策和反馈。列出了每个模型的特征。最后，提出了在执行这些模型时最持久且可能最难解决的十大心理测量问题清单，以指导未来的研究。