Harvard Medical School, Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, Massachusetts 02114, USA.
Anesthesiology. 2010 Sep;113(3):693-703. doi: 10.1097/ALN.0b013e3181eaacf4.
The literature is mixed on whether evaluation and feedback to clinical teachers improves clinical teaching. This study sought to determine whether resident-provided numerical evaluation and written feedback to clinical teachers improved clinical teaching scores.
Anesthesia residents anonymously provided numerical scores and narrative comments to faculty members who provided clinical teaching. Residents returned 19,306 evaluations between December 2000 and May 2006. Faculty members received a quantitative summary report and all narrative comments every 6 months. Residents also filled out annual residency program evaluations in which they listed the best and worst teachers in the department.
The average teaching score for the entire faculty rose over time and reached a plateau with a time constant of approximately 1 yr. At first, individual faculty members had average teaching scores that were numerically diverse. Over time, the average scores became more homogeneous. Faculty members ranked highest by teaching scores were also most frequently named as the best teachers. Faculty members ranked lowest by teaching scores were most frequently named as the worst teachers. Analysis of ranks, differential improvement in scores, and a decrease in score diversity effectively ruled out simple score inflation as the cause for increased scores. An increase in teaching scores was most likely due to improved teaching.
A combination of evaluation and feedback, including comments on areas for improvement, was related to a substantial improvement in teaching scores. Clinical teachers are able to improve by using feedback from residents.
文献中对于评估和反馈临床教师是否能提高临床教学质量的观点不一。本研究旨在确定住院医师对临床教师进行的定性评估和书面反馈是否能提高临床教学评分。
麻醉住院医师匿名向提供临床教学的教员提供数字评分和书面评价。2000 年 12 月至 2006 年 5 月期间，住院医师共完成了 19306 次评估。教员每 6 个月会收到一份量化总结报告和所有的书面评价。住院医师还会在年度住院医师培训计划评估中列出科室里最好和最差的教师。
整个教员群体的平均教学评分随时间推移而上升，并在时间常数约为 1 年时达到平台期。起初，个别教员的平均教学评分存在差异。随着时间的推移，平均评分变得更加一致。评分最高的教员也经常被评为最好的教师。评分最低的教员也经常被评为最差的教师。对排名、评分差异的改善以及评分多样性的降低进行分析，有效地排除了评分增加只是简单的分数膨胀的可能性。教学评分的提高很可能是由于教学质量的提高。
评估和反馈的结合，包括对需要改进的领域的评价，与教学评分的显著提高有关。临床教师可以通过接受住院医师的反馈来提高教学水平。
