误解和错失的机会:对评估外科教师障碍的定性分析
Emily A Flom1, Nathan A Coppersmith1, Peter S Yoo1
1Department of Surgery, Yale School of Medicine, New Haven, Connecticut.
Journal of surgical education
|June 24, 2023
概括
外科住院医生面临的障碍,提供诚实的教师反由于繁的流程,不确定的效用,和对负面后果的恐惧. 解决这些问题对于改善外科教育中的教学评估至关重要.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 定性研究是指质量研究.
背景情况:
- 书面评估对于提高教学技能和教师发展至关重要.
- 外科实习生愿意提供有意义的反是可变的,原因不清楚.
研究的目的:
- 探索外科住院人员对提供有用反给教师的障碍的看法.
- 确定影响手术课程教学评估质量和诚信的因素.
主要方法:
- 质量,半结构化与外科住院医生进行的保密采访.
- 理论驱动的抽样,以确保一个多样化的参与者队列.
- 字面转录,双重编码和主题分析以确定关键动机.
主要成果:
- 住院人员发现评估过程耗时,不适合外科教学.
- 报告了关于反对教师增长的有用性和影响的不确定性.
- 居民认为缺乏培训,技能和授权来评估教师.
- 对职业生涯负面影响的担忧和身份认同是重大障碍.
结论:
- 当前的教学评估系统阻碍了外科 residents 的诚实和准确的评估.
- 相互关联的障碍需要一个整体的方法,生产力的教师反.
- 居民认为缺乏技能和失去权力是建设性评估的关键障碍.
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