...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Medical education >Identifying the factors that determine feedback given to undergraduate medical students following formative mini-CEX assessments.
【24h】

Identifying the factors that determine feedback given to undergraduate medical students following formative mini-CEX assessments.

机译：确定确定形成性迷你CEX评估后给予医学生反馈的因素。

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Objective We aimed to examine the factors that determine provision of feedback to students following mini-clinical evaluation exercise (mini-CEX) assessments. Methods We carried out a pilot study of all final year medical students at the University of Aberdeen between November 2005 and June 2006. The study involved 396 mini-CEX encounters (173 students and 105 assessors). We retrospectively analysed the components of feedback recorded on the marking sheets. Each component of feedback was coded as a binary response (feedback recorded or not). Logistic regression was used to determine the degree and significance of the factors that influenced feedback. Specialty block, range of marks, assessor group and assessor satisfaction were entered into the analysis using spss Version 14. Results The provision of feedback by our assessors was poor. In 22.7% of cases, positive features were not identified; in 28.2% of cases, no suggestions for development were highlighted; in 49.7% of cases, no action plan was formulated. Assessors who gave a wider range of scores for the specific skill domains were more likely to record areas for development and action plans. Specialty block influenced feedback on areas for development. Suggesting an action plan was significantly associated with assessor group, and academic trainees were the most consistent providers of feedback. Assessor satisfaction was significantly associated with highlighting 'anything especially good'. Conclusions Numerous factors were associated with the provision of feedback in our cohort. Assessor training may address this variability. However, this would limit the diversity of assessors, which may be undesirable. More research is required on assessor training and recruitment.
机译：目的我们旨在研究在进行小型临床评估练习（mini-CEX）评估后确定向学生提供反馈的因素。方法我们在2005年11月至2006年6月之间对阿伯丁大学的所有最后一年的医学生进行了一项初步研究。该研究涉及396次mini-CEX遭遇（173名学生和105名评估者）。我们回顾性地分析了记录在评分表上的反馈的组成部分。反馈的每个组成部分均被编码为二进制响应（是否记录了反馈）。 Logistic回归用于确定影响反馈的因素的程度和重要性。使用spss版本14将专业模块，标记范围，评估者组和评估者满意度输入到分析中。结果我们的评估者提供的反馈很差。在22.7％的病例中，未发现阳性特征;在28.2％的案例中，没有提出任何发展建议;在49.7％的案件中，没有制定行动计划。为特定技能领域提供更大分数的评估者更有可能记录发展领域和行动计划领域。专业领域影响了对发展领域的反馈。提出一项行动计划与评估者群体显着相关，而受训学员是反馈的最一致的提供者。评估者的满意度与强调“任何特别好的事情”密切相关。结论我们的队列中有许多因素与提供反馈有关。评估培训可以解决这种可变性。但是，这将限制评估者的多样性，这可能是不可取的。需要更多有关评估员培训和招聘的研究。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号