van der Leeuw Renée M, Schipper Mirjam P, Heineman Maas Jan, Lombarts Kiki M J M H
Professional Performance Research Group, Centre for Evidence-Based Education, Academic Medical Centre, University of Amsterdam, Amsterdam, The Netherlands.
Department of Health Sciences, Faculty of Earth and Life Sciences, Free University Amsterdam, Amsterdam, The Netherlands.
Postgrad Med J. 2016 Mar;92(1085):145-51. doi: 10.1136/postgradmedj-2014-133214. Epub 2016 Jan 6.
High-quality teaching performance is important to ensure patient safety and encourage residents' learning. This study aims to explore the content and phrasing of suggestions for improvement that residents provide to support excellent teaching performance of their supervisors.
From February 2010 to November 2011, 577 residents were invited to evaluate 501 teachers from both surgical and medical residency training programmes from 20 hospitals. Feedback was collected through a validated formative feedback system named System for Evaluation of Teaching Qualities. Two researchers independently coded the suggestions for improvement with literature-based coding schemes on (1) content and (2) linguistic characteristics. Besides these qualitative outcomes, descriptive statistics were calculated using SPSS.
In total, 422 residents (73%) evaluated 488 teachers (97%), yielding 4184 evaluations. Of all teachers, 385 (79%) received suggestions for improvement focusing on teaching skills (TS), 390 (80%) on teaching attitude (TA) and 151 (31%) on personal characteristics. For 13%-47% of the suggestions for improvement, residents added (1) the location or situation where the observed TS or TA had taken place, (2) concrete examples of what teachers could do to improve or (3) (expected) effects of what the change in TS or TA would mean for residents.
Residents provide mainly relevant suggestions for improvement that mirror important aspects of teaching performance. However, these comments often lack specific phrasing limiting their value for performance improvement. Therefore, residents are recommended to increase the specificity of the suggestions for improvement. The paper provides directions to phrase narrative feedback.
高质量的教学表现对于确保患者安全和促进住院医师学习至关重要。本研究旨在探讨住院医师为支持其上级教师的卓越教学表现而提供的改进建议的内容和措辞。
2010年2月至2011年11月，邀请577名住院医师对来自20家医院的外科和内科住院医师培训项目的501名教师进行评估。通过一个名为教学质量评估系统的经过验证的形成性反馈系统收集反馈。两名研究人员使用基于文献的编码方案对改进建议进行独立编码，编码内容包括：（1）内容；（2）语言特征。除了这些定性结果外，还使用SPSS进行描述性统计。
共有422名住院医师（73%）对488名教师（97%）进行了评估，共产生4184份评估。在所有教师中，385名（79%）收到了侧重于教学技能（TS）的改进建议，390名（80%）收到了关于教学态度（TA）的建议，151名（31%）收到了关于个人特征的建议。对于13%-47%的改进建议，住院医师补充了：（1）观察到TS或TA发生的地点或情况；（2）教师可以采取哪些具体措施来改进的具体例子；（3）TS或TA的变化对住院医师意味着什么的（预期）效果。
住院医师主要提供了反映教学表现重要方面的相关改进建议。然而，这些评论往往缺乏具体的措辞，限制了它们对绩效改进的价值。因此，建议住院医师提高改进建议的具体性。本文提供了撰写叙述性反馈的指导。
