Shepherd Annabel, McKay John, Bowie Paul
NHS Education for Scotland, Glasgow, UK.
Educ Prim Care. 2010 Nov;21(6):368-75. doi: 10.1080/14739879.2010.11493942.
To complete the compulsory training course for prospective GP trainers in Scotland, participants must submit criterion audit and significant event analysis reports and a video of six consultations for independent review by trained peers. This study aimed to determine if feedback provided on these learning activities, using the NHS Education for Scotland peer review model, was perceived to be feasible and acceptable and to have an educational impact.
A mixed methods approach used data from interviews to inform the development of a questionnaire which was sent to all course participants between 2005 and 2007.
The number of questionnaires returned was 55/65 (85%). Peer feedback for learning activities was reported to be feasible and acceptable to participating GPs. The number of participants who scored greater or equal to four out of seven in a statement relating to perceived improvements in practice as a result of peer feedback was 37/55 for criterion audit, 42/55 for significant event analysis and 46/55 for videoed consultations. Mean perceived knowledge and skills ratings improved by 1.2 (P < 0.001) for criterion audit, 1.0 (P < 0.001) for significant event analysis and 0.6 (P < 0.001) for video of consulting.
The peer feedback model utilised was perceived to be feasible, acceptable and educationally valuable in the learning and development of potential GP trainers in this survey.
为完成苏格兰未来全科医生培训师的必修培训课程，参与者必须提交标准审核和重大事件分析报告以及六次会诊的视频，以供经过培训的同行进行独立评审。本研究旨在确定使用苏格兰国民医疗服务体系教育同行评审模型对这些学习活动提供的反馈是否被认为是可行且可接受的，以及是否具有教育影响。
采用混合方法，利用访谈数据来设计一份问卷，并将其发送给2005年至2007年间的所有课程参与者。
回收问卷55份/65份（85%）。参与的全科医生报告称，学习活动的同行反馈是可行且可接受的。在一份关于因同行反馈而在实践中获得感知改善的陈述中，在标准审核方面，7分中得4分及以上的参与者有37/55人；重大事件分析方面有42/55人；视频会诊方面有46/55人。标准审核的平均感知知识和技能评分提高了1.2（P<0.001），重大事件分析提高了1.0（P<0.001），视频会诊提高了0.6（P<0.001）。
在本次调查中，所采用的同行反馈模型在潜在全科医生培训师的学习和发展中被认为是可行、可接受且具有教育价值的。
