学员对评估信息的看法：叙事系统性评价。

Trainees' perspectives of assessment messages: a narrative systematic review.

机构信息

Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Victoria, Australia.

Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Geelong, Victoria, Australia.

出版信息

Med Educ. 2019 Mar;53(3):221-233. doi: 10.1111/medu.13775. Epub 2019 Jan 22.

DOI:10.1111/medu.13775

PMID:30672012

Abstract

OBJECTIVES

This study was designed as a narrative systematic literature review of medical specialist trainees' perspectives of the assessment messages they receive in the context of clinical performance assessments. The aim of the study was to determine if trainees value the information they receive through the formats designed to promote their development and, if not, the reasons for this.

METHODS

The authors searched the ERIC, EMBASE, Ovid MEDLINE and PsycINFO databases for articles published up to 16 June 2018 that present original data on trainees' perspectives of the assessment messages they receive in the context of work-based assessments (WBAs) and in-training assessments (ITAs) used within their training programmes. All authors screened 938 abstracts and 139 full-text articles were assessed after this. Descriptions of quantitative data and thematic analysis of qualitative data were used to present the opinions of trainees.

RESULTS

Thirty-three articles met the inclusion criteria. Twenty-six articles (79%) described trainees' perspectives in the context of WBA and the remaining articles referred to ITA formats. Wide-ranging opinions were reported. The analysis categorised these into three themes: trainees value developmental assessment messages; trainees become disengaged when assessment messages are not developmental, and trainees' views depend on the environment, the assessor and themselves. Some trainees reported that the assessment messages were valuable and provided input on their performance to guide their development, but many disagreed. In particular, the trainee's own level of engagement with the assessments influenced his or her perspectives on the messages received.

CONCLUSIONS

Trainees do not universally perceive that clinical performance assessments provide them with the valuable developmental input on their performance they were designed to do. Factors related to the environment, the assessor and themselves influence their perspectives.

摘要

目的

本研究是对医学专业受训者对临床绩效评估中所收到的评估信息的看法进行的叙述性系统文献回顾。本研究的目的是确定受训者是否重视通过旨在促进其发展的形式所获得的信息，如果没有，原因是什么。

方法

作者在 ERIC、EMBASE、Ovid MEDLINE 和 PsycINFO 数据库中搜索了截至 2018 年 6 月 16 日发表的文章，这些文章提供了关于受训者对工作场所评估 (WBA) 和培训中评估 (ITA) 中所收到的评估信息的看法的原始数据，这些评估是在他们的培训计划中使用的。所有作者都对 938 篇摘要进行了筛选，在此之后评估了 139 篇全文文章。描述了定量数据和对定性数据的主题分析，以展示受训者的意见。

结果

33 篇文章符合纳入标准。26 篇文章（79%）描述了 WBA 背景下的受训者观点，其余文章则提到了 ITA 格式。报告了各种各样的意见。分析将这些意见分为三个主题：受训者重视发展性评估信息；当评估信息没有发展性时，受训者会变得不参与，而受训者的观点取决于环境、评估者和他们自己。一些受训者报告说评估信息具有价值，并提供了有关其绩效的反馈，以指导其发展，但许多人不同意。特别是，受训者对评估的参与程度会影响他或她对所收到信息的看法。