根据对受训人员表现的观察报告做出判断:卫生职业教育的范围界定审查。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI:10.36834/cmej.75522
Patricia Blanchette, Marie-Eve Poitras, Audrey-Ann Lefebvre, Christina St-Onge
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引用次数: 0

摘要

背景:现在,教育工作者在评估受训者的表现时都会使用报告观察法。遗憾的是,他们对于如何设计和实施基于报告观察结果的评估却知之甚少:本范围综述的目的是梳理在评判卫生职业教育(HPE)受训者的表现时使用报告观察法的文献资料:方法:采用 Arksey 和 O'Malley(2005 年)的方法,使用四个数据库(来源:ERIC、CINAHL、MEDLINE、PsycINFO)。文章的资格标准为:英文或法文文献,包括原始数据,以及初始或专业培训;(2) HPE 项目培训;(3) 基于工作场所的评估;(4) 基于报告观察的评估。纳入/排除和数据提取步骤均已完成(一致率大于 90%)。我们制定了一个数据提取网格来绘制数据图表。描述性分析用于总结定量数据,作者对定性数据进行了主题分析:在 36 篇论文和 13 次咨询的基础上,研究小组根据所报告的 HPE 观察结果,确定了学员绩效评估的六个步骤:(1)首次接触;(2)观察并记录学员绩效;(3)收集并完成评估数据;(4)汇总评估数据;(5)推断能力水平;(6)记录并向利益相关者传达决定:讨论:根据报告的观察结果设计和实施评估,是指导负责培养合格专业人员的教育者和管理者高质量实施评估的第一步。未来的研究可能会侧重于了解评估者认知以外的背景,以确保元评估者决策的质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Making judgments based on reported observations of trainee performance: a scoping review in Health Professions Education.

Background: Educators now use reported observations when assessing trainees' performance. Unfortunately, they have little information about how to design and implement assessments based on reported observations.

Objective: The purpose of this scoping review was to map the literature on the use of reported observations in judging health professions education (HPE) trainees' performances.

Methods: Arksey and O'Malley's (2005) method was used with four databases (sources: ERIC, CINAHL, MEDLINE, PsycINFO). Eligibility criteria for articles were: documents in English or French, including primary data, and initial or professional training; (2) training in an HPE program; (3) workplace-based assessment; and (4) assessment based on reported observations. The inclusion/exclusion, and data extraction steps were performed (agreement rate > 90%). We developed a data extraction grid to chart the data. Descriptive analyses were used to summarize quantitative data, and the authors conducted thematic analysis for qualitative data.

Results: Based on 36 papers and 13 consultations, the team identified six steps characterizing trainee performance assessment based on reported observations in HPE: (1) making first contact, (2) observing and documenting the trainee performance, (3) collecting and completing assessment data, (4) aggregating assessment data, (5) inferring the level of competence, and (6) documenting and communicating the decision to the stakeholders.

Discussion: The design and implementation of assessment based on reported observations is a first step towards a quality implementation by guiding educators and administrators responsible for graduating competent professionals. Future research might focus on understanding the context beyond assessor cognition to ensure the quality of meta-assessors' decisions.

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