Cardiff University , UK.
Med Teach. 2013 Oct;35(10):838-46. doi: 10.3109/0142159X.2013.804910. Epub 2013 Jun 28.
Multi-source feedback (MSF) was intended to provide both a summative and formative assessment of doctors' attitudes and behaviours.
To explore the influences of feedback quality and trainees' acceptance of the assessment on formative educational gains from MSF.
Semi-structured interviews were conducted with a convenience sample of eight dermatology trainees, from an insider researcher position, following two pilot interviews. Interviews were manually transcribed and coded to permit template analysis, a subtype of thematic analysis.
The interview data indicated that MSF provides relatively little formative educational gains largely because of a paucity of constructive feedback on sub-optimal performance. This was due to difficulties encountered by raters giving developmental feedback, in particular, potential loss of anonymity, and by trainees selecting raters expected to give favourable comments. Dual use of MSF as a summative assessment in annual appraisals also inhibited educational gains by promotion of a 'tick box' mentality in which trainees' need to pass their assessment superseded their desire for self-improvement.
A relative lack of developmental feedback limits the formative educational gains from MSF and could provide false reassurance that might reinforce negative behaviours.
多源反馈（MSF）旨在对医生的态度和行为进行总结性和形成性评估。
探讨反馈质量和学员对评估的接受程度对 MSF 形成性教育收益的影响。
采用半结构式访谈，对 8 名皮肤科学员进行了方便抽样，从内部研究人员的角度进行访谈。对访谈进行手动转录和编码，以允许进行模板分析，这是主题分析的一个亚型。
访谈数据表明，MSF 提供的形成性教育收益相对较少，主要是因为对次优表现的建设性反馈不足。这是由于评分者在提供发展性反馈方面遇到的困难，特别是潜在的匿名性丧失，以及学员选择预期会给出有利评价的评分者。MSF 作为年度评估中的总结性评估的双重用途，也通过促进“勾选框”思维方式抑制了教育收益，在这种思维方式中，学员通过评估的需求超过了自我提升的愿望。
缺乏发展性反馈限制了 MSF 的形成性教育收益，并可能提供虚假的保证，从而强化负面行为。
