当文字是你的手术刀时,信息的交换是什么以及如何交换可能对评估人员来说有不同的突出意义
Melissa Li1, Allison M Kurahashi2, Sarah Kawaguchi1
1Division of Palliative Care, Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
Medical education
|June 8, 2024
概括
评估者在评估学习者表现方面的差异源于对医疗专业知识和人际交往技能的不同重视. 了解这些不同的优先事项是提高医学教育评估一致性的关键.
科学领域:
- 医学教育研究 医学教育研究
- 医疗保健专业人员的评估
- 定性研究方法 定性研究方法
背景情况:
- 由于评估者优先级不同,学习者绩效评估可能会有很大差异.
- 从历史上看,评估员的变化归因于特异性因素,由培训来解决.
- 最近的研究强调医疗专业知识和人际交往技能是影响评估者判断的关键因素.
研究的目的:
- 质量地探讨息医学评估人员之间的差异来源.
- 调查评估人员如何解释学习者互动,并确定他们是否准备受托.
- 检查医疗专业知识和人际交往技能在评估变化的作用.
主要方法:
- 采用了一个构造主义的基于理论的方法.
- 评估人员参与了一个模拟的直接观察和学习者互动的评估.
- 该研究的重点是息医学评估人员评估学习者对委托的准备程度.
主要成果:
- 在评估者中观察到,他们对信任评级的准备程度存在很大差异.
- 优先考虑医疗专业知识的评估人员专注于信息交换,将遗漏视为差距.
- 评估人员优先考虑人际交往技巧,专注于交流方式,将遗漏视为风格或判断差异.
结论:
- 医疗专业知识和人际交往技能的差异突出是评估员变化的主要驱动因素.
- 这种变化可能是评估复杂的学习者互动的固有方面.
- 认识到这些不同的优先事项对于提高评估可靠性和有效性至关重要.
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