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首页> 美国卫生研究院文献>GMS Journal for Medical Education >Workplace-based assessment of communication skills: A pilot project addressing feasibility acceptance and reliability
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Workplace-based assessment of communication skills: A pilot project addressing feasibility acceptance and reliability

机译：基于工作场所的沟通技能评估：一个针对可行性验收和可靠性的试点项目

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>Background: Imparting communication skills has been given great importance in medical curricula. In addition to standardized assessments, students should communicate with real patients in actual clinical situations during workplace-based assessments and receive structured feedback on their performance. The aim of this project was to pilot a formative testing method for workplace-based assessment. Our investigation centered in particular on whether or not physicians view the method as feasible and how high acceptance is among students. In addition, we assessed the reliability of the method.>Method: As part of the project, 16 students held two consultations each with chronically ill patients at the medical practice where they were completing GP training. These consultations were video-recorded. The trained mentoring physician rated the student’s performance and provided feedback immediately following the consultations using the Berlin Global Rating scale (BGR). Two impartial, trained raters also evaluated the videos using BGR. For qualitative and quantitative analysis, information on how physicians and students viewed feasibility and their levels of acceptance was collected in written form in a partially standardized manner. To test for reliability, the test-retest reliability was calculated for both of the overall evaluations given by each rater. The inter-rater reliability was determined for the three evaluations of each individual consultation.>Results: The formative assessment method was rated positively by both physicians and students. It is relatively easy to integrate into daily routines. Its significant value lies in the personal, structured and recurring feedback. The two overall scores for each patient consultation given by the two impartial raters correlate moderately. The degree of uniformity among the three raters in respect to the individual consultations is low.>Discussion: Within the scope of this pilot project, only a small sample of physicians and students could be surveyed to a limited extent. There are indications that the assessment can be improved by integrating more information on medical context and student self-assessments. Despite the current limitations regarding test criteria, it is clear that workplace-based assessment of communication skills in the clinical setting is a valuable addition to the communication curricula of medical schools.
机译：>背景：在医学课程中，沟通技巧的传授已被高度重视。除标准化评估外，学生还应在基于工作场所的评估中与实际患者在实际临床情况下进行沟通，并获得有关其表现的结构化反馈。该项目的目的是为基于工作场所的评估尝试一种形成性的测试方法。我们的调查主要集中在医师是否认为该方法可行以及学生中接受率高的问题上。此外，我们评估了该方法的可靠性。>方法：作为该项目的一部分，有16位学生在完成GP培训的医学实践中与慢性病患者进行了两次会诊。这些协商会被记录下来。训练有素的指导医师对学生的表现进行了评估，并在咨询后立即使用柏林全球评估量表（BGR）提供反馈。两名公正，受过训练的评分者还使用BGR对视频进行了评估。为了进行定性和定量分析，以部分标准化的方式以书面形式收集了有关医师和学生如何看待可行性及其接受程度的信息。为了测试可靠性，针对每个评估者给出的两项总体评估计算了重测信度。在每次咨询的三项评估中确定了评估者之间的信度。>结果：形成性评估方法得到医生和学生的积极评价。融入日常工作相对容易。它的重要价值在于个人反馈，结构化反馈和定期反馈。由两个公正的评分者给出的每次患者咨询的两个总体评分具有适度的相关性。这三个评估者之间在个人咨询方面的统一程度很低。>讨论：在此试点项目的范围内，只能在有限的范围内对一小部分医生和学生进行调查。有迹象表明，可以通过整合有关医学背景和学生自我评估的更多信息来改善评估。尽管目前在测试标准方面存在局限性，但很明显，在临床环境中基于工作场所的沟通技巧评估是医学院校沟通课程的宝贵补充。

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