Gardner Aimee K, D'Onofrio Brenna C, Dunkin Brian J
Department of Surgery, School of Allied Health Sciences, Baylor College of Medicine, Houston, Texas; SurgWise Consulting, Houston, Texas.
SurgWise Consulting, Houston, Texas.
J Surg Educ. 2018 Jan-Feb;75(1):72-77. doi: 10.1016/j.jsurg.2017.06.006. Epub 2017 Jul 29.
Guidance on how to train faculty to conduct structured interviews and implement them into current screening processes is lacking. The goal of this study is to describe a structured interview training program designed specifically for surgeons and examine its effectiveness.
Faculty involved in advanced surgical fellowship interviews completed a 20-item knowledge assessment and video-based applicant interview ratings before taking a half-day course on conducting structured interviews. The course consisted of evidence-based strategies and methods for conducting structured interviews, asking questions, and rating applicants in a highly interactive format. After the course, faculty again completed the knowledge assessment and provided ratings for 3 video-based applicant interviews.
All faculty members (N = 5) responsible for selecting fellows in minimally invasive and bariatric surgery completed the training. Faculty had an average of 15.8 ± 9.12 years in practice. Average performance on the precourse knowledge assessment was 35% ± 6.12% and the group was unable to achieve acceptable agreement for applicant interview scores for any of the competencies assessed. After the course, faculty demonstrated significant improvements (p < 0.01) on the knowledge assessment, more than doubling their scores on the pretest with average scores of 80% ± 9.35%. Faculty also improved their interrater agreement of applicant competency, with 80% of the applicant interview ratings within 2 points of each other.
Implementation of a half-day course designed to teach principles and skills around structured interviewing and assessment demonstrated significant improvements in both interviewing knowledge and interrater agreement. These findings support the time and resources required to develop and implement a structured interview training program for surgeons for the postgraduate admissions process.
目前缺乏关于如何培训教员进行结构化面试并将其纳入当前筛选流程的指导。本研究的目的是描述一个专门为外科医生设计的结构化面试培训项目,并检验其有效性。
参与高级外科住院医师面试的教员在参加为期半天的结构化面试课程之前,完成了一项包含20个项目的知识评估以及基于视频的申请人面试评分。该课程采用高度互动的形式,包括进行结构化面试、提问以及对申请人进行评分的循证策略和方法。课程结束后,教员再次完成知识评估,并对3个基于视频的申请人面试进行评分。
所有负责选拔微创和减重手术住院医师的教员(N = 5)均完成了培训。教员的平均执业年限为15.8 ± 9.12年。课前知识评估的平均成绩为35% ± 6.12%,并且该小组在任何一项评估能力的申请人面试分数上都未能达成可接受的一致性。课程结束后,教员在知识评估中表现出显著提高(p < 0.01),其预测试成绩提高了一倍多,平均成绩为80% ± 9.35%。教员在申请人能力的评分者间一致性方面也有所提高,80%的申请人面试评分彼此相差在2分以内。
实施一个旨在教授结构化面试和评估的原则与技能的半天课程,在面试知识和评分者间一致性方面均有显著提高。这些发现支持了为研究生招生过程开发和实施外科医生结构化面试培训项目所需的时间和资源。