Department of Quality Management and Process Innovation, Academic Medical Center, University of Amsterdam, Amsterdam, The Netherlands.
J Surg Educ. 2012 Jul-Aug;69(4):511-20. doi: 10.1016/j.jsurg.2012.04.003.
In surgical education, there is a need for educational performance evaluation tools that yield reliable and valid data. This paper describes the development and validation of robust evaluation tools that provide surgeons with insight into their clinical teaching performance. We investigated (1) the reliability and validity of 2 tools for evaluating the teaching performance of attending surgeons in residency training programs, and (2) whether surgeons' self evaluation correlated with the residents' evaluation of those surgeons.
We surveyed 343 surgeons and 320 residents as part of a multicenter prospective cohort study of faculty teaching performance in residency training programs. The reliability and validity of the SETQ (System for Evaluation Teaching Qualities) tools were studied using standard psychometric techniques. We then estimated the correlations between residents' and surgeons' evaluations.
The response rate was 87% among surgeons and 84% among residents, yielding 2625 residents' evaluations and 302 self evaluations. The SETQ tools yielded reliable and valid data on 5 domains of surgical teaching performance, namely, learning climate, professional attitude towards residents, communication of goals, evaluation of residents, and feedback. The correlations between surgeons' self and residents' evaluations were low, with coefficients ranging from 0.03 for evaluation of residents to 0.18 for communication of goals.
The SETQ tools for the evaluation of surgeons' teaching performance appear to yield reliable and valid data. The lack of strong correlations between surgeons' self and residents' evaluations suggest the need for using external feedback sources in informed self evaluation of surgeons.
在外科教育中，需要使用能够产生可靠、有效的数据的教育绩效评估工具。本文介绍了开发和验证强大的评估工具的过程，这些工具可以为外科医生提供有关其临床教学表现的深入了解。我们研究了（1）评估住院医师培训计划中主治外科医生教学表现的 2 种工具的可靠性和有效性，以及（2）外科医生的自我评估与住院医师对这些外科医生的评估之间是否存在相关性。
我们对 343 名外科医生和 320 名住院医师进行了调查，这是一项针对住院医师培训计划中教师教学表现的多中心前瞻性队列研究的一部分。使用标准心理测量技术研究 SETQ（教学质量评估系统）工具的可靠性和有效性。然后，我们估计了住院医师和外科医生评估之间的相关性。
外科医生的回复率为 87%，住院医师的回复率为 84%，共获得 2625 名住院医师的评估和 302 份自我评估。SETQ 工具在 5 个外科教学绩效领域（学习氛围、对住院医师的专业态度、目标沟通、住院医师评估和反馈）提供了可靠和有效的数据。外科医生的自我评估和住院医师评估之间的相关性较低，系数范围从对住院医师的评估的 0.03 到目标沟通的 0.18。
用于评估外科医生教学表现的 SETQ 工具似乎产生了可靠和有效的数据。外科医生的自我评估和住院医师评估之间缺乏强烈的相关性表明，需要使用外部反馈来源来进行外科医生的自我知情评估。
