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首页> 外文期刊>Patient education and counseling >Peer-assessment of medical communication skills: The impact of students' personality, academic and social reputation on behavioural assessment
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Peer-assessment of medical communication skills: The impact of students' personality, academic and social reputation on behavioural assessment

机译：医学交流技能的同伴评估：学生的性格，学术和社会声誉对行为评估的影响

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Objective: Peer-assessment of communication skills may contribute to mastery of assessment criteria. When students develop the capacity to judge their peers' performance, they might improve their capacity to examine their own clinical performance. In this study peer-assessment ratings are compared to teacher-assessment ratings. The aim of this paper is to explore the impact of personality and social reputation as source of bias in assessment of communication skills. Methods: Second year students were trained and assessed history taking communication skills. Peers rated the students' personality and academic and social reputation. Results: Peer-assessment ratings were significantly correlated with teacher-ratings in a summative assessment of medical communication. Peers did not provide negative ratings on final scales but did provide negative ratings on subcategories. Peer- and teacher-assessments were both related to the students' personality and academic reputation. Conclusion: Peer-assessment cannot replace teacher-assessment if the assessment should result in high-stake decisions about students. Our data do not confirm the hypothesis that peers are overly biased by personality and reputation characteristics in peer-assessment of performance. Practice implications: Early introduction of peer-assessment in medical education would facilitate early acceptance of this mode of evaluation and would promote early on the habit of critical evaluation of professional clinical performance and acceptance of being evaluated critically by peers.
机译：目标：对沟通技巧的同行评估可能有助于掌握评估标准。当学生发展判断同伴表现的能力时，他们可能会提高检查自己临床表现的能力。在这项研究中，将同伴评估等级与教师评估等级进行比较。本文的目的是探讨人格和社会声誉作为交流技能评估中偏见来源的影响。方法：对二年级学生进行了培训，并评估了他们的沟通技巧史。同行对学生的个性以及学术和社会声誉进行了评分。结果：在对医学交流的总结评估中，同伴评估等级与教师等级显着相关。同行没有在最终量表上提供负面评分，但在子类别上提供了负面评分。同行评估和教师评估都与学生的个性和学术声誉有关。结论：如果评估应导致对学生的高风险决策，则同伴评估不能代替教师评估。我们的数据并未证实以下假设：在绩效评估中，同行被个性和声誉特征过度偏见。实践意义：在医学教育中尽早引入同伴评估将有助于及早接受这种评估模式，并提倡及早养成对专业临床表现进行批判性评估的习惯，并接受被同critical进行严格评估的习惯。

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