提供延迟,亲自收集来自居民的反给教学部:教训
Kathleen M Finn1, Michael G Healy2, Emil R Petrusa3
1is Internal Medicine Residency Program Director and Vice Chair of Education, Tufts Medical Center, and Associate Professor of Medicine, Tufts University School of Medicine, Boston, Massachusetts, USA.
Journal of graduate medical education
|October 17, 2024
概括
延迟,匿名居民反提高了教师教师的内容质量和特异性. 然而,关于时间延迟的价值的意见各不相同,一些教师仍然能够识别居民.
科学领域:
- 医学教育 医学教育
- 住院培训 培训 住院培训
- 教师发展学院发展学院
背景情况:
- 教学教师需要及时的居民反以提高技能.
- 由于居民对身份识别和影响的担忧,对上升反的匿名性挑战仍然存在.
研究的目的:
- 评估教师对居民反质量和内容的看法,在实施延迟交付以提高匿名性后.
主要方法:
- 从2011年到2017年,使用了一个延迟反系统,居民反被整理并在毕业后发布.
- 教师完成了关于反内容,价值和类型 (赞美,建设性批评) 的匿名调查.
- 共有189名教师参与,其中140人完成了这三项调查.
主要成果:
- 与以前的方法相比,教师报告了更高的反质量 (81.0%) 和数量 (82.4%).
- 反被认为是更具体的 (85.4%),赞美较少,批评更具建设性.
- 虽然82%的人打算改变行为,但3个月后只有63.6%的人感到相同;41.4%的人发现延迟减少了反价值.
结论:
- 反交付的显著延迟增强了居民的匿名性,导致了更细致和建设性的评论.
- 关于时间延迟的价值,教师的回复是分歧的,这表明匿名性和及时性之间存在复杂的权衡.
- 尽管有延迟,但很大一部分教师仍然认为他们可以识别居民,突出了持续的匿名性挑战.
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