Bowman A, Harreveld R B, Lawson C
School of Graduate Research, Central Queensland University, Cairns, Australia.
School of Education and the Arts, Central Queensland University, Rockhampton, Australia.
Radiography (Lond). 2022 Feb;28(1):8-16. doi: 10.1016/j.radi.2021.07.009. Epub 2021 Jul 29.
Little is known about the factors influencing clinical supervisor-assessors' ratings of sonographer students' performance. This study identifies these influential factors and relates them to professional competency standards, with the aim of raising awareness and improving assessment practice.
This study used archived written comments from 94 clinical assessors describing 174 sonographer students' performance one month into their initial clinical practice (2015-6). Qualitative mixed method analysis revealed factors influencing assessor ratings of student performance and provided an estimate of the valency, association, and frequency of these factors.
Assessors provided written comments for 93 % (n = 162/174) of students. Comments totaled 7190 words (mean of 44 words/student). One-third of comment paragraphs were wholly positive, two-thirds were equivocal. None were wholly negative. Thematic analysis revealed eleven factors, and eight sub-factors, influencing assessor impressions of five dimensions of performance. Of the factors mentioned, 84.6 % (n = 853/1008) related to professional competencies. While 15.4 % (n = 155/1008) were unrelated to competencies, instead reflecting humanistic factors such as student motivation, disposition, approach to learning, prospects and impact on supervisor and staff. Factors were prioritised and combined independently, although some associated.
Clinical assessors formed impressions based on student performance, humanistic behaviours and personal qualities not necessarily outlined in educational outcomes or professional competency standards. Their presence, and interrelations, impact success in clinical practice, through their contribution to, and indication of, competence.
Sonographer student curricula and assessor training should raise awareness of the factors influencing performance ratings and judgement of clinical competence, particularly the importance of humanistic factors. Inclusion of narrative comments, multiple assessors, and broad performance dimensions would enhance clinical assessment of sonographer student performance.
关于影响临床督导评估师对超声检查专业学生表现评分的因素，我们了解甚少。本研究旨在确定这些影响因素，并将它们与专业能力标准相关联，以提高认识并改进评估实践。
本研究使用了94名临床评估师的存档书面评语，这些评语描述了174名超声检查专业学生在其初始临床实习一个月时（2015 - 2016年）的表现。定性混合方法分析揭示了影响评估师对学生表现评分的因素，并对这些因素的效价、关联性和频率进行了估计。
评估师为93%（n = 162/174）的学生提供了书面评语。评语总计7190字（平均每位学生44字）。三分之一的评语段落完全积极，三分之二模棱两可。没有完全负面的评语。主题分析揭示了影响评估师对五个表现维度印象的11个因素和8个次要因素。在提及的因素中，84.6%（n = 853/1008）与专业能力相关。虽然15.4%（n = 155/1008）与能力无关，而是反映了诸如学生动机、性格、学习方法、前景以及对督导和工作人员的影响等人文因素。尽管有些因素相互关联，但它们是独立排序和组合的。
临床评估师根据学生的表现、人文行为和个人品质形成印象，这些因素不一定在教育成果或专业能力标准中有所概述。它们的存在及其相互关系通过对能力的贡献和体现，影响临床实践的成功。
对实践 的启示：超声检查专业学生的课程和评估师培训应提高对影响表现评分和临床能力判断因素的认识，特别是人文因素的重要性。纳入叙述性评语、多名评估师和广泛的表现维度将加强对超声检查专业学生表现的临床评估。
