Lases S S Lenny, Arah Onyebuchi A, Pierik E G J M Robert, Heineman Erik, Lombarts M J M H Kiki
Professional Performance Research Group, Center for Evidence-Based Education, Academic Medical Center, University of Amsterdam, Meibergdreef 9, PO Box 22660, Amsterdam, 1100, DD, The Netherlands,
World J Surg. 2014 Nov;38(11):2753-60. doi: 10.1007/s00268-014-2687-8.
Faculty members rely on residents' feedback about their teaching performance. The influence of residents' characteristics on evaluations of faculty is relatively unexplored. We aimed to evaluate the levels of work engagement and empathy among residents and the association of both characteristics with their evaluation of the faculty's teaching performance.
A multicenter questionnaire study among 271 surgery and gynecology residents was performed from September 2012 to February 2013. Residents' ratings of the faculty's teaching performance were collected using the system for evaluation of teaching quality (SETQ). Residents were also invited to fill out standardized measures of work engagement and empathy using the short Utrecht Work Engagement Scale and the Jefferson Scale of Physician Empathy, respectively. Linear regression analysis using generalized estimating equations to evaluate the association of residents' engagement and empathy with residents' evaluations of teaching performance.
Overall, 204 (75.3 %) residents completed 1814 SETQ evaluations of 302 faculty, and 143 (52.8 %) and 140 (51.7 %) residents, respectively, completed the engagement and empathy measurements. The median scores of residents' engagement and empathy were 4.56 (scale 0-6) and 5.55 (scale 1-7), respectively. Higher levels of residents' engagement (regression coefficient b = 0.128; 95 % confidence interval (CI) 0.072-0.184; p < 0.001) and empathy (b = 0.113; 95 % CI 0.063-0.164; p < 0.001) were associated with higher faculty teaching performance scores.
Residents' engagement and empathy appear to be positively associated with their evaluation of the faculty's performance. A possible explanation is that residents who are more engaged and can understand and share others' perspectives stimulate and experience faculty's teaching better than others.
教员依赖住院医师对其教学表现的反馈。住院医师特征对教员评价的影响相对未被充分研究。我们旨在评估住院医师的工作投入度和共情水平，以及这两个特征与他们对教员教学表现评价之间的关联。
2012年9月至2013年2月，对271名外科和妇产科住院医师进行了一项多中心问卷调查研究。使用教学质量评估系统（SETQ）收集住院医师对教员教学表现的评分。还邀请住院医师分别使用乌得勒支工作投入量表简版和医生共情杰斐逊量表填写工作投入度和共情的标准化测量工具。使用广义估计方程进行线性回归分析，以评估住院医师的投入度和共情与他们对教学表现评价之间的关联。
总体而言，204名（75.3%）住院医师完成了对302名教员的1814次SETQ评价，分别有143名（52.8%）和140名（51.7%）住院医师完成了投入度和共情测量。住院医师投入度和共情的中位数得分分别为4.56（0 - 6分制）和5.55（1 - 7分制）。住院医师更高水平的投入度（回归系数b = 0.128；95%置信区间（CI）0.072 - 0.184；p < 0.001）和共情（b = 0.113；95% CI 0.063 - 0.164；p < 0.001）与更高的教员教学表现得分相关。
住院医师的投入度和共情似乎与他们对教员表现的评价呈正相关。一种可能的解释是，更投入且能够理解和分享他人观点的住院医师比其他人能更好地激发和体验教员的教学。
