运用德尔菲技术定义研究生医学教育中的反馈文化。

Using a Delphi Technique to Define a Feedback Culture in Graduate Medical Education.

机构信息

Department of Family Medicine, University of North Carolina, Chapel Hill.

Department of Family Medicine, University of North Carolina at Chapel Hill.

出版信息

Fam Med. 2021 Jun;53(6):433-442. doi: 10.22454/FamMed.2021.600416.

DOI:10.22454/FamMed.2021.600416

PMID:34077962

Abstract

BACKGROUND AND OBJECTIVES

Experts in medical education hypothesize that programs with a robust culture of feedback foster learning and growth for learners and educators, yet the literature shows no consensus for what defines a feedback culture in graduate medical education.

METHODS

Using a two-round, modified Delphi technique in summer and fall of 2019, the authors asked a panel of experts to identify essential elements to a feedback culture. The research team compiled a list of experts and a list of 29 descriptors of a highly functioning feedback culture. Experts rated the items as an essential, compatible, or not important aspect of a highly functioning culture of feedback. Researchers set a minimum threshold of 80% agreement and used comments from panelists to revise elements that did not meet agreement during round one. Experts then rerated the elements using information on their initial ratings, aggregate panelist ratings, and comments from all panelists.

RESULTS

The response rates from our panel of experts were 68% (17/25) for round one and 88% (15/17) for round two. Seventeen elements were rated as essential to a feedback culture.

CONCLUSIONS

An expert panel endorsed essential elements that can be used to assess feedback culture in graduate medical education programs.

摘要

背景与目的

医学教育专家假设，具有强大反馈文化的项目可以促进学习者和教育者的学习和成长，但文献并未就研究生医学教育中的反馈文化的定义达成共识。

方法

研究人员在 2019 年夏季和秋季使用两轮改良 Delphi 技术，要求专家组确定反馈文化的基本要素。研究团队编制了一份专家名单和一份功能强大的反馈文化描述符列表。专家将项目评为高度反馈文化的必备、兼容或不重要方面。研究人员设定了 80%的最低同意率，并使用专家组的意见修改了在第一轮中未达成一致的要素。然后，专家根据他们的初始评分、专家组的综合评分和所有专家组的意见重新评估要素。