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首页> 外文期刊>Advances in health sciences education: theory and practice >The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom.
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The reliability of workplace-based assessment in postgraduate medical education and training: a national evaluation in general practice in the United Kingdom.

机译：研究生医学教育和培训中基于工作场所的评估的可靠性：英国一般实践中的国家评估。

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To investigate the reliability and feasibility of six potential workplace-based assessment methods in general practice training: criterion audit, multi-source feedback from clinical and non-clinical colleagues, patient feedback (the CARE Measure), referral letters, significant event analysis, and video analysis of consultations. Performance of GP registrars (trainees) was evaluated with each tool to assess the reliabilities of the tools and feasibility, given raters and number of assessments needed. Participant experience of process determined by questionnaire. 171 GP registrars and their trainers, drawn from nine deaneries (representing all four countries in the UK), participated. The ability of each tool to differentiate between doctors (reliability) was assessed using generalisability theory. Decision studies were then conducted to determine the number of observations required to achieve an acceptably high reliability for high-stakes assessment were used to summarise participants' ratings of their experience using these tools. Multi-source feedback from colleagues and patient feedback on consultations emerged as the two methods most likely to offer a reliable and feasible opinion of workplace performance. Reliability co-efficients of 0.8 were attainable with 41 CARE Measure patient questionnaires and six clinical and/or five non-clinical colleagues per doctor when assessed on two occasions. For the other four methods tested, 10 or more assessors were required per doctor in order to achieve a reliable assessment, making the feasibility of their use in high-stakes assessment extremely low. Participant feedback did not raise any major concerns regarding the acceptability, feasibility, or educational impact of the tools. The combination of patient and colleague views of doctors' performance, coupled with reliable competence measures, may offer a suitable evidence-base on which to monitor progress and completion of doctors' training in general practice.
机译：在普通实践培训中研究六种基于工作场所的潜在评估方法的可靠性和可行性：标准审核，临床和非临床同事的多源反馈，患者反馈（CARE措施），推荐信，重大事件分析和咨询视频分析。在给定评估者和所需评估次数的前提下，使用每种工具对GP注册服务商（受训人员）的绩效进行评估，以评估工具的可靠性和可行性。参加者的过程由问卷决定。 171名GP的注册服务商及其培训人员来自9个deaneries（代表英国的所有四个国家）。使用通用性理论评估每种工具区分医生的能力（可靠性）。然后进行决策研究，以确定达到高风险评估可接受的高度可靠性所需的观察次数，以总结参与者使用这些工具对其经验的评价。来自同事的多源反馈和关于咨询的患者反馈是最有可能提供工作场所绩效可靠和可行观点的两种方法。两次评估时，使用41个CARE Measure患者问卷以及每位医生6位临床和/或5位非临床同事，可以达到0.8的可靠性系数。对于其他四种测试方法，每位医生需要10个或更多评估者才能实现可靠的评估，这使得将其用于高风险评估的可行性极低。参与者的反馈意见并未对工具的可接受性，可行性或教育影响提出任何重大关注。患者和同事对医生绩效的看法相结合，再加上可靠的能力测评，可以提供合适的证据基础，以在一般实践中监测医生培训的进度和完成情况。

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