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本文引用的文献

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Guidelines: the do's, don'ts and don't knows of feedback for clinical education.指南:临床教育反馈的注意事项、禁忌及未知情况
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2
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3
Clarifying students' feedback-seeking behaviour in clinical clerkships.明确临床实习中学生的反馈寻求行为。
Med Educ. 2013 Mar;47(3):282-91. doi: 10.1111/medu.12054.
4
Multisource feedback for residents: how high must the stakes be?针对住院医师的多源反馈:利害关系必须有多高?
J Grad Med Educ. 2011 Dec;3(4):453-5. doi: 10.4300/JGME-D-11-00220.1.
5
Why receiving feedback collides with self determination.为什么接受反馈会与自我决定产生冲突。
Adv Health Sci Educ Theory Pract. 2013 Oct;18(4):845-9. doi: 10.1007/s10459-012-9401-0. Epub 2012 Nov 21.
6
The education and training of future physicians: why coaches can't be judges.未来医生的教育与培训:为何教练不能成为裁判。
JAMA. 2011 Sep 7;306(9):993-4. doi: 10.1001/jama.2011.1232.
7
The processes and dimensions of informed self-assessment: a conceptual model.知情自我评估的过程和维度:概念模型。
Acad Med. 2010 Jul;85(7):1212-20. doi: 10.1097/ACM.0b013e3181d85a4e.
8
The power of feedback.反馈的力量。
Med Educ. 2010 Jan;44(1):16-7. doi: 10.1111/j.1365-2923.2009.03542.x.
9
Who wants feedback? An investigation of the variables influencing residents' feedback-seeking behavior in relation to night shifts.谁想要反馈?一项关于影响住院医师与夜班相关反馈寻求行为的变量的调查。
Acad Med. 2009 Jul;84(7):910-7. doi: 10.1097/ACM.0b013e3181a858ad.
10
What is feedback in clinical education?临床教育中的反馈是什么?
Med Educ. 2008 Feb;42(2):189-97. doi: 10.1111/j.1365-2923.2007.02973.x.

在非医学教练的指导下,住院医师培训期间处理多源反馈。

Processing multisource feedback during residency under the guidance of a non-medical coach.

作者信息

Buis Caroline A M, Eckenhausen Marina A W, Ten Cate Olle

机构信息

Northwest Clinics, the Netherlands.

Center for Research and Development of Education, University Medical Center Utrecht, the Netherlands.

出版信息

Int J Med Educ. 2018 Feb 23;9:48-54. doi: 10.5116/ijme.5a7f.169d.

DOI:10.5116/ijme.5a7f.169d
PMID:29478041
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5834823/
Abstract

OBJECTIVES

The present study aimed to investigate residents' preferences in dealing with personal multi-source feedback (MSF) reports with or without the support of a coach.

METHODS

Residents employed for at least half a year in the study hospital were eligible to participate. All 43 residents opting to discuss their MSF report with a psychologist-coach before discussing results with the program director were included. Semi-structured interviews were conducted following individual coaching sessions. Qualitative and quantitative data were gathered using field notes.

RESULTS

Seventy-four percent (n= 32) preferred sharing the MFS report always with a coach, 21% (n= 9) if either the feedback or the relationship with the program director was less favorable, and 5% (n=2) saw no difference between discussing with a coach or with the program director. In the final stage of training residents more often preferred the coach (82.6%, n=19) than in the first stages (65%, n=13).  Reasons for discussing the report with a coach included her neutral and objective position, her expertise, and the open and safe context during the discussion.

CONCLUSIONS

Most residents preferred discussing multisource feedback results with a coach before their meeting with a program director, particularly if the results were negative. They appeared to struggle with the dual role of the program director (coaching and judging) and appreciated the expertise of a dedicated coach to navigate this confrontation. We encourage residency programs to consider offering residents neutral coaching when processing multisource feedback.

摘要

目的

本研究旨在调查住院医师在有或没有教练支持的情况下处理个人多源反馈(MSF)报告的偏好。

方法

在研究医院工作至少半年的住院医师有资格参与。所有43名选择在与项目主任讨论结果之前先与心理医生教练讨论其MSF报告的住院医师都被纳入研究。在个人辅导课程之后进行半结构化访谈。使用现场笔记收集定性和定量数据。

结果

74%(n = 32)的人更喜欢始终与教练分享MSF报告,21%(n = 9)的人在反馈或与项目主任的关系不太有利时会选择与教练分享,5%(n = 2)的人认为与教练讨论和与项目主任讨论没有区别。在培训的最后阶段,住院医师比第一阶段更常选择教练(82.6%,n = 19),而第一阶段这一比例为65%(n = 13)。与教练讨论报告的原因包括教练中立客观的立场、专业知识以及讨论过程中开放安全的环境。

结论

大多数住院医师更喜欢在与项目主任会面之前先与教练讨论多源反馈结果,尤其是结果为负面时。他们似乎难以应对项目主任的双重角色(辅导和评判),并且赞赏有专门教练的专业知识来应对这种冲突。我们鼓励住院医师培训项目在处理多源反馈时考虑为住院医师提供中立的辅导。