学习者在与同一个居民重复接触时,是否会传递偏见评级,委托决策和反?
S Humphrey-Murto1, Julie D'Aoust2, Samantha Halman2
1University of Ottawa, Ottawa, Canada. shumphrey@toh.ca.
Advances in health sciences education : theory and practice
|August 14, 2025
概括
学习者移交 (LH) 没有偏见教师评级或决策,即使在多次遭遇后. 这表明,随着重复的相互作用,可能会发生偏差缓解,因此需要在不同的环境中进一步研究.
科学领域:
- 医学教育研究 医学教育研究
- 在评估中的认知偏见.
- 医疗保健专业发展
背景情况:
- 学习者移交 (LH) 对于监督者之间的知识传递至关重要.
- 之前的研究表明,LH可以在随后的学习者评估中引入偏见.
- 在多个相互作用,而不是单个遭遇上LH的影响,仍然不太了解.
研究的目的:
- 调查学习者移交 (LH) 是否影响教师评级,委托决策和多次模拟遭遇的反.
- 为了确定对学习者的重复暴露是否会减轻由LH引入的潜在偏差.
- 为了比较阳性,阴性和没有LH对教师评估的影响.
主要方法:
- 五所医学院的57名内科医师参加了这次活动.
- 参与者被随机分为三个组:阳性,阴性或没有LH.
- 教师们使用信任度表和Mini-CEX对5次模拟住院患者接触进行了评分,并提供了反.
主要成果:
- 在LH条件之间,在信任,Mini-CEX或反价值得分方面没有发现统计学上显著的差异.
- 大多数评级者报告说,LH对他们的决策的影响很小.
- 大多数参与者 (71%) 没有正确地确定研究对偏见的目的.
结论:
- 在这项研究中,学习者移交 (LH) 似乎没有影响教师评级或决策,即使在多次遭遇中.
- 这些发现与之前的研究形成鲜明对比,并建议通过重复的相互作用来缓解潜在的偏差.
- 需要对不同种群和各种条件进行进一步的研究,以充分了解影响LH偏差的因素.
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