Alliston Deborah, Kielt Matthew J, Nehme Grace, Wittler Robert
University of Kansas School of Medicine-Wichita, Department of Pediatrics.
Kans J Med. 2019 Aug 21;12(3):62-64. eCollection 2019 Aug.
Faculty evaluations are important tools for improving faculty-to-resident instruction, but residents in our pediatric and internal medicine/pediatric residency programs would seldom evaluate individual pediatric faculty hospitalists. Our objectives were to: (1) increase the percentage of completed evaluations of individual pediatric hospitalists to greater than 85%, (2) improve the quality of pediatric hospitalist feedback as measured by resident and faculty satisfaction surveys, and (3) to reduce the resident concern of lack of anonymity of evaluations.
Members of the resident inpatient team (pediatric and internal medicine/pediatric residents) completed group-based evaluations of individual pediatric hospitalists. A survey to evaluate this change in process was distributed to the pediatric hospitalists (n = 6) and another survey was distributed to residents, both based on a 5-point Likert-type scale. Surveys were completed before and four months after implementation of the changes. Pre- and post-survey data of resident and hospitalist responses were compared using the Mann-Whitney test and probability proportion test.
The percent of completed evaluations increased from 0% to 86% in one month and to 100% in two months. Thereafter, the percent of completed evaluations remained at 100% through the end of the data collection period at seven months. Hospitalists reported (n = 6, 100% participation) their satisfaction regarding the feedback they received from residents significantly increased for all survey questions. Resident satisfaction (n = 24, 89% participation in post-intervention surveys) increased significantly with regards to the evaluation process.
For hospitalists, group-based resident evaluations of individual hospitalists led to an increased percentage of completed evaluations, improved the quality and quantity of feedback to hospitalists, and increased satisfaction with evaluations. For residents, these changes led to increased satisfaction with the evaluation process.
教员评估是改善教员对住院医师教学的重要工具，但在我们的儿科及内科/儿科住院医师培训项目中，住院医师很少对儿科专科住院医师教员进行个人评估。我们的目标是：（1）将儿科专科住院医师个人评估的完成率提高到85%以上；（2）通过住院医师和教员满意度调查来提高儿科专科住院医师反馈的质量；（3）减少住院医师对评估缺乏匿名性的担忧。
住院医师团队成员（儿科及内科/儿科住院医师）对儿科专科住院医师个人进行基于小组的评估。向儿科专科住院医师（n = 6）发放一份评估这一流程变化的调查问卷，同时向住院医师发放另一份调查问卷，两份问卷均采用5分李克特量表。在实施这些变化之前和之后四个月完成调查。使用曼-惠特尼检验和概率比例检验比较住院医师和专科住院医师回答的调查前后数据。
完成评估的百分比在一个月内从0%增至86%，两个月内增至100%。此后，在七个月的数据收集期结束时，完成评估的百分比一直保持在100%。专科住院医师报告（n = 6，参与率100%），对于所有调查问题，他们对从住院医师那里收到的反馈的满意度显著提高。住院医师对评估过程的满意度（n = 24，干预后调查参与率89%）显著提高。
对于专科住院医师而言，基于小组的住院医师对专科住院医师个人的评估使完成评估的百分比增加，提高了对专科住院医师反馈的质量和数量，并提高了对评估的满意度。对于住院医师来说，这些变化提高了他们对评估过程的满意度。
