Hartman Nicholas D, Manthey David E, Strowd Lindsay C, Potisek Nicholas M, Vallevand Andrea, Tooze Janet, Goforth Jon, McDonough Kimberly, Askew Kim L
Wake Forest School of Medicine, Medical Center Boulevard, Winston-Salem, NC 27157 USA.
Med Sci Educ. 2021 May 27;31(4):1327-1332. doi: 10.1007/s40670-021-01307-w. eCollection 2021 Aug.
Several factors are known to affect the way clinical performance evaluations (CPEs) of medical students are completed by supervising physicians. We sought to explore the effect of faculty perceived "level of interaction" (LOI) on these evaluations.
Our third-year CPE requires evaluators to identify perceived LOI with each student as low, moderate, or high. We examined CPEs completed during the academic year 2018-2019 for differences in (1) clinical and professionalism ratings, (2) quality of narrative comments, (3) quantity of narrative comments, and (4) percentage of evaluation questions left unrated.
A total of 3682 CPEs were included in the analysis. ANOVA revealed statistically significant differences between LOI and clinical ratings ( ≤ .001), with mean ratings from faculty with a high LOI significantly higher than from faculty with a moderate or low LOI ( ≤ .001). Chi-squared analysis demonstrated differences based on faculty LOI and whether questions were left unrated ( ≤ .001), quantity of narrative comments ( ≤ .001), and specificity of narrative comments ( ≤ .001).
Faculty who perceive higher LOI were more likely to assign that student higher ratings, complete more of the clinical evaluation and were more likely to provide narrative feedback with more specific, higher-quality comments.
The online version contains supplementary material available at 10.1007/s40670-021-01307-w.
已知有几个因素会影响指导医师完成医学生临床能力评估（CPE）的方式。我们试图探究教师感知的“互动水平”（LOI）对这些评估的影响。
我们的三年级CPE要求评估者将与每个学生的感知LOI确定为低、中或高。我们检查了2018 - 2019学年完成的CPE，以比较（1）临床和专业素养评分、（2）叙述性评语的质量、（3）叙述性评语的数量以及（4）未评分的评估问题的百分比方面的差异。
分析共纳入3682份CPE。方差分析显示LOI与临床评分之间存在统计学显著差异（≤.001），高LOI教师给出的平均评分显著高于中或低LOI教师给出的评分（≤.001）。卡方分析表明，基于教师的LOI以及问题是否未评分（≤.001）、叙述性评语的数量（≤.001）和叙述性评语的特异性（≤.001）存在差异。
感知到较高LOI的教师更有可能给该学生更高的评分，完成更多的临床评估，并且更有可能提供更具体、质量更高的叙述性反馈。
在线版本包含可在10.1007/s40670 - 021 - 01307 - w获取的补充材料。
