Olson Nathan, Olson Adriana Segura, Williamson Kelly, Hartman Nicholas, Branzetti Jeremy, Lank Patrick
Department of Emergency Medicine San Antonio Military Medical Center San Antonio TX.
Present address: Department of Medicine Section of Emergency Medicine University of Chicago Chicago IL.
AEM Educ Train. 2018 Dec 20;3(1):6-13. doi: 10.1002/aet2.10309. eCollection 2019 Jan.
Assessment of trainees' competency is challenging; the predictive power of traditional evaluations is debatable especially in regard to noncognitive traits. New assessments need to be sought to better understand affective areas like personality. Grit, defined as "perseverance and passion for long-term goals," can assess aspects of personality. Grit predicts educational attainment and burnout rates in other populations and is accurate with an informant report version. Self-assessments, while useful, have inherent limitations. Faculty's ability to accurately assess trainees' grit could prove helpful in identifying learner needs and avenues for further development.
This study sought to determine the correlation between EM resident self-assessed and faculty-assessed Grit Scale (Grit-S) scores of that same resident.
Subjects were PGY-1 to -4 EM residents and resident-selected faculty as part of a larger multicenter trial involving 10 EM residencies during 2017. The Grit-S Scale was administered to participating EM residents; an informant version was completed by their self-selected faculty. Correlation coefficients were computed to assess the relationship between residents' self-assessed and the residents' faculty-assessed Grit-S score.
A total of 281 of 303 residents completed the Grit-S, for a 93% response rate; 200 of 281 residents had at least one faculty-assessed Grit-S score. No correlation was found between residents' self-assessed and faculty-assessed Grit-S scores. There was a correlation between the two faculty-assessed Grit-S scores for the same resident.
There was no correlation between resident and faculty-assessed Grit-S scores; additionally, faculty-assessed Grit-S scores of residents were higher. This corroborates the challenges faculty face at accurately assessing aspects of residents they supervise. While faculty and resident Grit-S scores did not show significant concordance, grit may still be a useful predictive personality trait that could help shape future training.
评估实习生的能力具有挑战性；传统评估的预测能力存在争议，尤其是在非认知特质方面。需要寻求新的评估方法，以更好地理解诸如个性等情感领域。坚毅被定义为“对长期目标的毅力和热情”，可以评估个性的各个方面。坚毅能够预测其他人群的教育成就和倦怠率，并且在使用知情者报告版本时具有准确性。自我评估虽然有用，但存在固有的局限性。教师准确评估实习生坚毅程度的能力，可能有助于识别学习者的需求和进一步发展的途径。
本研究旨在确定急诊医学住院医师自我评估的坚毅量表（Grit-S）得分与教师评估的同一住院医师的坚毅量表得分之间的相关性。
研究对象为1至4年级的急诊医学住院医师以及住院医师选定的教师，这是2017年一项涉及10个急诊医学住院医师培训项目的大型多中心试验的一部分。对参与研究的急诊医学住院医师进行坚毅量表测试；由他们自行选择的教师完成知情者版本的测试。计算相关系数，以评估住院医师自我评估得分与教师评估的坚毅量表得分之间的关系。
303名住院医师中有281名完成了坚毅量表测试，回复率为93%；281名住院医师中有200名至少有一个由教师评估的坚毅量表得分。未发现住院医师自我评估得分与教师评估的坚毅量表得分之间存在相关性。同一住院医师的两个教师评估的坚毅量表得分之间存在相关性。
住院医师和教师评估的坚毅量表得分之间不存在相关性；此外，教师评估的住院医师坚毅量表得分更高。这证实了教师在准确评估他们所监督的住院医师方面所面临的挑战。虽然教师和住院医师的坚毅量表得分没有显示出显著的一致性，但坚毅仍可能是一种有用的预测性人格特质，有助于塑造未来的培训。
