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Team-based assessment of medical students in a clinical clerkship is feasible and acceptable

机译：基于团队的对医学生进行临床评估的方法是可行且可以接受的

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Background: This study describes the development, implementation and evaluation of a team-based, multi-source method of assessment in which students on a clinical clerkship were provided with feedback on their performance as observed by physicians, residents, nurses, peers, patients and administrators. Methods: The instrument was developed by reviewing existing assessment items and by obtaining input from assessors and students. Numerical data and written comments provided to students were collected, internal consistency was estimated and interviews and focus groups were used to determine acceptability to assessors and students. Results: A total of 1068 assessors completed 3501 forms for 127 students. Internal consistency estimates for each assessment form were acceptable (Cronbach's alpha 0.8560.948). Each student received an average of 188 words of written feedback divided into an average of 26 'Areas of Excellence' and 5 'Areas for Improvement'. Interviews revealed that the majority of students and assessors interviewed found the method acceptable. Conclusions: This study demonstrates that a team-based model of assessment based on the principles of multi-source feedback is a feasible and acceptable form of assessment for medical students learning in a clinical clerkship, and has some advantages over traditional preceptor-based assessment. Further studies will focus on the strengths and weaknesses of this novel assessment technique.
机译：背景：本研究描述了基于团队的多源评估方法的开发，实施和评估，其中向临床文员的学生提供医生，住院医师，护士，同龄人，患者和管理员。方法：通过审查现有评估项目并获得评估者和学生的意见来开发该工具。收集提供给学生的数值数据和书面评论，评估内部一致性，并使用访谈和焦点小组确定评估者和学生的可接受性。结果：共有1068名评估人员为127名学生完成了3501份表格。每种评估形式的内部一致性估计都是可以接受的（Cronbachα0.8560.948）。每个学生平均收到188字的书面反馈，平均分为26个“卓越领域”和5个“改进领域”。访谈显示，接受采访的大多数学生和评估师都认为该方法可以接受。结论：这项研究表明，基于多源反馈原则的基于团队的评估模型是医学生学习临床业务的一种可行且可接受的评估形式，并且比基于传统的基于感受器的评估具有一些优势。进一步的研究将集中于这种新颖的评估技术的优缺点。

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