Huang Ivy A, Dhindsa Yasmeen, Chen Alina J, Wu James, Wagner Justin P, Tillou Areti, Chen Formosa
Department of Surgery, University of California Los Angeles David Geffen School of Medicine, 10833 Le Conte Avenue, 72-227 CHS, Los Angeles, CA 90095 USA.
Global Surg Educ. 2022;1(1):50. doi: 10.1007/s44186-022-00053-w. Epub 2022 Oct 13.
The objective of this study was to assess how teleconferencing variables influence faculty impressions of mock residency applicants.
In October 2020, we conducted an online experiment studying five teleconferencing variables: background, lighting, eye contact, internet connectivity, and audio quality. We created interview videos of three mock residency applicants and systematically modified variables in control and intervention conditions. Faculty viewed the videos and rated their immediate impression on a 1-10 scale. The effect of each variable was measured as the mean difference between the intervention and control impression ratings. One-way analysis of variance (ANOVA) was performed to assess whether ratings varied across applicants. Paired-samples Wilcoxon signed-rank tests were conducted to assess the significance of the effect of each variable.
Of 711 faculty members who were emailed a link to the experiment, 97 participated (13.6%). The mean ratings for control videos were 8.1, 7.2, and 7.6 ( < .01). Videos with backlighting, off-center eye contact, choppy internet connectivity, or muffled audio quality had lower ratings when compared with control videos ( < .01). There was no rating difference between home and conference room backgrounds ( = .77). Many faculty participants reported that their immediate impressions were very much or extremely influenced by audio quality (60%), eye contact (57%), and internet connectivity (49%).
Teleconferencing variables may serve as a source of assessment bias during residency interviews. Mock residency applicants received significantly lower ratings when they had off-center eye contact, muffled audio, or choppy internet connectivity, compared to optimal teleconferencing conditions.
The online version contains supplementary material available at 10.1007/s44186-022-00053-w.
本研究的目的是评估电话会议变量如何影响教师对模拟住院医师申请人的印象。
2020年10月，我们进行了一项在线实验，研究五个电话会议变量：背景、灯光、眼神交流、网络连接和音频质量。我们创建了三名模拟住院医师申请人的面试视频，并在对照和干预条件下系统地改变变量。教师观看视频并在1至10分的量表上对他们的即时印象进行评分。每个变量的影响通过干预组和对照组印象评分的平均差异来衡量。进行单因素方差分析（ANOVA）以评估评分是否因申请人而异。进行配对样本Wilcoxon符号秩检验以评估每个变量影响的显著性。
在通过电子邮件收到实验链接的711名教师中，97人参与（13.6%）。对照视频的平均评分为8.1、7.2和7.6（<0.01）。与对照视频相比，背光、偏离中心的眼神交流、网络连接不稳定或音频质量低沉的视频评分较低（<0.01）。家庭背景和会议室背景之间的评分没有差异（P = 0.77）。许多教师参与者报告说，他们的即时印象受到音频质量（60%）、眼神交流（57%）和网络连接（49%）的很大或极大影响。
电话会议变量可能是住院医师面试期间评估偏差的一个来源。与最佳电话会议条件相比，模拟住院医师申请人在眼神交流偏离中心、音频低沉或网络连接不稳定时，获得的评分显著较低。
在线版本包含可在10.1007/s44186-022-00053-w获取的补充材料。
