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首页> 外文期刊>The Journal of Graduate Medical Education >A Survey of Resident Opinions on Peer Evaluation in a Large Internal Medicine Residency Program
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A Survey of Resident Opinions on Peer Evaluation in a Large Internal Medicine Residency Program

机译：大型内科居住计划对同行评估的居民意见调查

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BackgroundStarting in the 1960s, studies have suggested that peer evaluation could provide unique insights into the performance of residents in training. However, reports of resident resistance to peer evaluation because of confidentiality issues and the possible impact on their working relationships raised concerns about the acceptability and utility of peer evaluation in graduate medical education. The literature suggests that peers are able to reliably assess communication, interpersonal skills, and professionalism and provide input that may differ from faculty evaluations. This study assessed the attitudes of internal medicine residents 1?year after the implementation of a peer-evaluation system.MethodsDuring the 2005–2006 academic year, we conducted an anonymous survey of the 168 residents in the Internal Medicine Residency Program at the Mayo Clinic, Rochester, Minnesota. Contingency table analysis was used to compare the response patterns of the groups.ResultsThe response rate was 61% (103/168 residents) and it did not differ by year of training. Most residents (74/103; 72%) felt that peers could provide valuable feedback. Eighty percent of residents (82/103) felt the feedback was important for their professional development and 84% (86/102) agreed that peers observe behaviors not seen by attending faculty.ConclusionsThe results of this study suggest that internal medicine residents provide unique assessment of their peers and provide feedback they consider important for their professional development. More importantly, the results support the role of peer evaluation in the assessment of the competencies of professionalism and interpersonal and communication skills.
机译：背景技术在20世纪60年代，研究表明，同行评估可以为培训居民的表现提供独特的见解。但是，由于保密问题和对其工作关系的可能影响，对同行评估的报告提出了对研究生医学教育同行评估的可接受性和效用的担忧。这些文献表明，同行能够可靠地评估通信，人际关系能力和专业性，并提供可能与教师评估不同的投入。本研究评估了内科居民的态度1？在执行同行评价体系后的一年。方法对2005 - 2006年学年进行了一年，我们对梅奥诊所内部医学居民的168名居民进行了匿名调查，罗切斯特，明尼苏达州。应急表分析用于比较群体的响应模式。响应率为61％（103/168居民），并且在培训年内没有差异。大多数居民（74/103; 72％）认为同行可以提供有价值的反馈。八十百百年居民（82/103）认为反馈对他们的专业发展至关重要，84％（86/102）同意同行观察出席教师未见的行为。本研究的结果表明，内科居民提供独特的评估他们的同龄人并提供反馈他们认为对他们的专业发展很重要。更重要的是，结果支持对同行评估在评估专业和人际关系和沟通技能的评估中的作用。

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