Sabzwari Saniya R, Pinjani Sheilla, Nanji Kashmira
Department of Family Medicine, Aga Khan University, Karachi, Pakistan.
Department of Educational Development, Aga Khan University, Karachi, Pakistan.
Educ Health (Abingdon). 2018 May-Aug;31(2):103-108. doi: 10.4103/efh.EfH_10_17.
Medical colleges invest considerable effort in developing assessment programs to effectively evaluate students across attributes of knowledge, skills, and behavior. While assessment by direct observation is designed to be objective, "soft characteristics" such as personality, demeanor of student, and assessor may make assessment more subjective. The effect of such attributes in medical education remains unclear and needs exploration. The objective of this study was to explore non-cognitive traits of assessor and learner to understand their roles in student assessment.
A mixed-method study was conducted during March to June 2015. All clinical faculty members at the Aga Khan University were invited to participate in this study. A questionnaire was designed and completed by the study participants. Two focus group discussions (FGDs) with faculty members explored teacher and learner traits influencing student assessment. A documentary analysis of the yearly student feedback report with a focus on the section on assessment was also utilized. Data triangulation was achieved by combining three sets of data.
Fifty-four (28%) clinical faculty members completed the questionnaire and 11 participated in the FGDs. About 68% reported rating students leniently. More than 50% reported their personality as a factor influencing assessment and 76% reported student appearance influencing assessment. The documentary analysis identified faculty personality and rating styles as key issues affecting the validity of student assessment during ongoing observation. In the FGDs, traits such as eagerness, intuition in students, and body language were reported to influence faculty members during the assessment.
Softer attributes of trainer and trainee increase the subjectivity of student assessment. Ongoing faculty training and rater feedback are required for a robust and objective assessment.
医学院校投入大量精力来制定评估方案，以便有效评估学生在知识、技能和行为等方面的表现。虽然直接观察评估旨在做到客观，但诸如个性、学生的举止以及评估者等“软性特征”可能会使评估更具主观性。此类特征在医学教育中的影响仍不明确，需要进行探索。本研究的目的是探究评估者和学习者的非认知特质，以了解它们在学生评估中的作用。
于2015年3月至6月开展了一项混合方法研究。邀请了阿迦汗大学的所有临床教员参与本研究。研究参与者设计并完成了一份调查问卷。与教员进行了两次焦点小组讨论，探讨影响学生评估的教师和学习者特质。还对年度学生反馈报告中关于评估部分进行了文献分析。通过整合三组数据实现了数据三角互证。
54名（28%）临床教员完成了调查问卷，11人参与了焦点小组讨论。约68%的人报告对学生评分宽松。超过50%的人报告他们的个性是影响评估的一个因素，76%的人报告学生的外表影响评估。文献分析确定教员的个性和评分风格是在持续观察期间影响学生评估有效性的关键问题。在焦点小组讨论中，学生的热情、直觉和肢体语言等特质在评估过程中被报告为会影响教员。
培训者和受训者的软性特征增加了学生评估的主观性。需要持续的教员培训和评分者反馈，以进行有力且客观的评估。
