Gharib I, Rolland S L, Bateman H, Ellis J S
Dental Education Research Group, School of Dental Sciences, Newcastle University, Framlington Place, Newcastle upon-Tyne, United Kingdom, NE2 4BW.
Br Dent J. 2017 May 26;222(10):797-802. doi: 10.1038/sj.bdj.2017.457.
In response to the Educational Standards of the UK's General Dental Council, Newcastle University, School of Dental Sciences introduced a patient feedback card to gather and incorporate patient feedback into their undergraduate assessment framework. The cards ask for patient response to two questions about their experience, and also ask patients to identify 'Just One Thing' (JOT) the student could do to improve this. JOT cards completed during a two week period were collected to evaluate and analyse the nature of patient responses within this model. Over 90% of JOT cards scored the students as 'Excellent' with the remainder scoring the student as 'Good' or giving no response. Many of the free text comments complimented the students and also provided focused suggestions for improvement. While the overwhelming positive responses may suggest that this model for collecting feedback may not be effective at discriminating between students with varying levels of interpersonal/communication skills, the free text comments were seen to be of value in building confidence or identifying areas for improvement.
为响应英国普通牙科委员会的教育标准，纽卡斯尔大学牙科学院引入了患者反馈卡，以收集患者反馈并将其纳入本科评估框架。这些卡片要求患者回答两个关于其就医体验的问题，还要求患者指出学生可以做的“一件事”（JOT）来改善这种体验。收集了在两周内完成的JOT卡片，以评估和分析该模型中患者反馈的性质。超过90%的JOT卡片给学生打了“优秀”的分数，其余的给学生打了“良好”的分数或没有回复。许多自由文本评论称赞了学生，也提供了有针对性的改进建议。虽然压倒性的积极反馈可能表明这种收集反馈的模型在区分具有不同人际/沟通技能水平的学生方面可能无效，但自由文本评论在建立信心或确定改进领域方面被认为是有价值的。
