先前绩效信息对当前绩效评价的影响及对学习者交接的启示：范围综述。

The Influence of Prior Performance Information on Ratings of Current Performance and Implications for Learner Handover: A Scoping Review.

机构信息

S. Humphrey-Murto is associate professor, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada. A. LeBlanc is a fifth-year respirology resident, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada. C. Touchie is associate professor, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada. D. Pugh is associate professor, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada. T.J. Wood is full professor, Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada. L. Cowley is a research assistant, Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada. T. Shaw is lecturer, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada.

出版信息

Acad Med. 2019 Jul;94(7):1050-1057. doi: 10.1097/ACM.0000000000002731.

DOI:10.1097/ACM.0000000000002731

PMID:30946129

Abstract

PURPOSE

Learner handover (LH) is the sharing of information about trainees between faculty supervisors. This scoping review aimed to summarize key concepts across disciplines surrounding the influence of prior performance information (PPI) on current performance ratings and implications for LH in medical education.

METHOD

The authors used the Arksey and O'Malley framework to systematically select and summarize the literature. Cross-disciplinary searches were conducted in six databases in 2017-2018 for articles published after 1969. To represent PPI relevant to LH in medical education, eligible studies included within-subject indirect PPI for work-type performance and rating of an individual current performance. Quantitative and thematic analyses were conducted.

RESULTS

Of 24,442 records identified through database searches and 807 through other searches, 23 articles containing 24 studies were included. Twenty-two studies (92%) reported an assimilation effect (current ratings were biased toward the direction of the PPI). Factors modifying the effect of PPI were observed, with larger effects for highly polarized PPI, negative (vs positive) PPI, and early (vs subsequent) performances. Specific standards, rater motivation, and certain rater characteristics mitigated context effects, whereas increased rater processing demands heightened them. Mixed effects were seen with nature of the performance and with rater expertise and training.

CONCLUSIONS

PPI appears likely to influence ratings of current performance, and an assimilation effect is seen with indirect PPI. Whether these findings generalize to medical education is unknown, but they should be considered by educators wanting to implement LH. Future studies should explore PPI in medical education contexts and real-world settings.

摘要

目的

学习者交接（LH）是指教员之间共享关于学员的信息。本范围综述旨在总结不同学科中与既往绩效信息（PPI）对当前绩效评估的影响以及对医学教育中 LH 的影响相关的关键概念。

方法

作者使用 Arksey 和 O'Malley 框架系统地选择和总结文献。2017 年至 2018 年，在六个数据库中进行了跨学科检索，以检索 1969 年后发表的文章。为了代表医学教育中与 LH 相关的 PPI，符合条件的研究包括针对工作类型绩效的个体内间接 PPI 和对个体当前绩效的评估。进行了定量和主题分析。

结果

通过数据库搜索和其他搜索识别出 24442 条记录和 807 条记录，其中 23 篇文章包含 24 项研究被纳入。22 项研究（92%）报告了同化效应（当前评分偏向 PPI 的方向）。观察到了影响 PPI 效应的因素，具有高度极化的 PPI、负面（而非正面）PPI 和早期（而非后续）表现的影响更大。特定标准、评分者动机和某些评分者特征减轻了背景效应，而增加评分者处理需求则加剧了这些效应。与绩效的性质以及评分者的专业知识和培训有关，存在混合效应。