Department of Ophthalmology, Heart of England NHS Foundation Trust, Birmingham, UK.
BMC Med Educ. 2012 May 2;12:25. doi: 10.1186/1472-6920-12-25.
With recent emphasis placed on workplace based assessment (WBA) as a method of formative performance assessment, there is limited evidence in the current literature regarding the role of feedback in improving the effectiveness of WBA. The aim of this systematic review was to elucidate the impact of feedback on the effectiveness of WBA in postgraduate medical training.
Searches were conducted using the following bibliographic databases to identify original published studies related to WBA and the role of feedback: Medline (1950-December 2010), Embase (1980-December 2010) and Journals@Ovid (English language only, 1996-December 2010). Studies which attempted to evaluate the role of feedback in WBA involving postgraduate doctors were included.
15 identified studies met the inclusion criteria and minimum quality threshold. They were heterogeneous in methodological design. 7 studies focused on multi source feedback, 3 studies were based on mini-clinical evaluation exercise, 2 looked at procedural based assessment, one study looked at workplace based assessments in general and 2 studies looked at a combination of 3 to 6 workplace based assessments. 7 studies originated from the United Kingdom. Others were from Canada, the United States and New Zealand. Study populations were doctors in various grades of training from a wide range of specialties including general practice, general medicine, general surgery, dermatology, paediatrics and anaesthetics. All studies were prospective in design, and non-comparative descriptive or observational studies using a variety of methods including questionnaires, one to one interviews and focus groups.
The evidence base contains few high quality conclusive studies and more studies are required to provide further evidence for the effect of feedback from workplace based assessment on subsequent performance. There is, however, good evidence that if well implemented, feedback from workplace based assessments, particularly multisource feedback, leads to a perceived positive effect on practice.
随着最近对工作场所评估（WBA）作为形成性绩效评估方法的强调，目前文献中关于反馈在提高 WBA 有效性方面的作用的证据有限。本系统评价的目的是阐明反馈对研究生医学培训中 WBA 有效性的影响。
使用以下书目数据库进行搜索，以确定与 WBA 及反馈作用相关的原始发表研究：Medline（1950 年-2010 年 12 月）、Embase（1980 年-2010 年 12 月）和 Journals@Ovid（仅英语，1996 年-2010 年 12 月）。纳入研究旨在评估反馈在涉及住院医师的 WBA 中的作用。
15 项符合纳入标准和最低质量阈值的研究。它们在方法设计上存在异质性。7 项研究侧重于多源反馈，3 项研究基于迷你临床评估练习，2 项研究关注基于程序的评估，1 项研究一般关注工作场所评估，2 项研究关注 3 至 6 项工作场所评估的组合。7 项研究来自英国。其他来自加拿大、美国和新西兰。研究人群是来自各种专业的不同培训阶段的医生，包括全科医学、普通内科、普通外科、皮肤科、儿科和麻醉学。所有研究均为前瞻性设计，非对照描述性或观察性研究，采用多种方法，包括问卷调查、一对一访谈和焦点小组。
证据基础中高质量结论性研究较少，需要更多研究提供进一步证据，证明工作场所评估反馈对后续绩效的影响。然而，有很好的证据表明，如果实施得当，工作场所评估反馈，特别是多源反馈，会对实践产生积极的影响。
