Patient, faculty, and self-assessment of radiology resident performance:A 360-degree method of measuring professionalism and interpersonal/communication skills11

Wood, J.; Collins, Julia C.; Burnside, Elizabeth S.; Albanese, Mark A.; Propeck, P A; Kelcz, Frederick; Spilde, Jeannette M; Schmaltz, Leonard W.

doi:10.1016/s1076-6332(04)00284-3

Cited by 41 publications

(69 citation statements)

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“…Studies have shown that patient perception is a reliable and essential part of these assessments. [16][17][18] Several maternal satisfaction questionnaires have been developed [19][20][21] but they can be unwieldy to use in a clinical setting. A Patient Perception Score (PPS) was used in the SaFE (Simulation and Fire Drills Evaluation) randomised controlled trial and demonstrated construct validity for simulated obstetric emergencies.…”

Section: Introductionmentioning

confidence: 99%

A simple tool to measure patient perceptions of operative birth

Siassakos

Clark

Sibanda

et al. 2009

BJOG

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Objective To assess the feasibility and validity of a maternal satisfaction measurement tool, the SaFE study Patient Perception Score (PPS), after operative delivery.Design Cross-sectional survey.Setting A large maternity unit in England.Sample 150 women who had had an operative birth.Methods We recruited women within 24 hours of birth and quantified their satisfaction with two questionnaires: PPS, and the Mackey Childbirth Satisfaction Rating Scale (CSRS; modified).Main Outcome Measures Participation rate to determine feasibility; Cronbach's alpha as measure of internal consistency; PPS satisfaction scores for groups of accoucheurs of different seniority to assess construct validity; correlation coefficient of PPS scores with total scores from the CSRS questionnaire to establish criterion validity.Results Participation rate approached 85%. We observed high scores for most births except a few outliers. Internal consistency of the PPS was high (Cronbach's alpha = 0.83). Total PPS scores correlated strongly with total CSRS scores (Spearman's r = 0.64, P < 0.001).Conclusions The PPS is a simple and valid tool for patientcentred assessments. High scores were observed for most births but there were a small minority of accoucheurs who consistently scored poorly and these data could be used during appraisal and training.

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Section: Introductionmentioning

confidence: 99%

A simple tool to measure patient perceptions of operative birth

Siassakos

Clark

Sibanda

et al. 2009

BJOG

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“…9 We used 12 faculty members, 44 nurses, and approximately 13 patients to rate our residents. 11 demonstrated high internal consistency for all raters of radiology residents but low correlations between rater groups. In contrast, Weigelt et al 12 reported that 360-degree evaluations of surgical residents provided no new information not already available from faculty evaluations.…”

Section: Discussionmentioning

confidence: 96%

Feasibility and Reliability of a Multisource Feedback Tool for Emergency Medicine Residents

Garra¹,

Wackett²,

Thode³

2011

Journal of Graduate Medical Education

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Background While the Accreditation Council for Graduate Medical Education recommends multisource feedback (MSF) of resident performance, there is no uniformly accepted MSF tool for emergency medicine (EM) trainees, and the process of obtaining MSF in EM residencies is untested. Objective To determine the feasibility of an MSF program and evaluate the intraclass and interclass correlation of a previously reported resident professionalism evaluation, the Humanism Scale (HS). Methods To assess 10 third-year EM residents, we distributed an anonymous 9-item modified HS (EM-HS) to emergency department nursing staff, faculty physicians, and patients. The evaluators rated resident performance on a 1 to 9 scale (needs improvement to outstanding). Residents were asked to complete a self-evaluation of performance, using the same scale. Analysis Generalizability coefficients (Eρ2) were used to assess the reliability within evaluator classes. The mean score for each of the 9 questions provided by each evaluator class was calculated for each resident. Correlation coefficients were used to evaluate correlation between rater classes for each question on the EM-HS. Eρ2 and correlation values greater than 0.70 were deemed acceptable. Results EM-HSs were obtained from 44 nurses and 12 faculty physicians. The residents had an average of 13 evaluations by emergency department patients. Reliability within faculty and nurses was acceptable, with Eρ2 of 0.79 and 0.83, respectively. Interclass reliability was good between faculty and nurses. Conclusions An MSF program for EM residents is feasible. Intraclass reliability was acceptable for faculty and nurses. However, reliable feedback from patients requires a larger number of patient evaluations.

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“…In fact, the literature strongly recommends emphasizing formative rather than summative assessment to promote a culture that fosters continual, lifelong development (Hodges et al 2011). Even where reliable quantitative measures are used, such as in 360-degree evaluations using Likert scales, the data are used for personal improvement and the emphasis remains on formative and ongoing assessment (Wood et al 2004). Due to the known inaccuracy of making conclusions about professionalism based on observed behaviors, assessment should incorporate greater interaction with the student than is achieved through passive observation, such as using interviews or "conversation with a purpose" (Rees & Knight 2007).…”

Section: Discussionmentioning

confidence: 99%

Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria

Armitage‐Chan¹

2016

Journal of Veterinary Medical Education

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Although widely accepted as an important graduate competence, professionalism is a challenging outcome to define and assess. Clinical rotations provide an excellent opportunity to develop student professionalism through the use of experiential learning and effective feedback, but without appropriate theoretical frameworks, clinical teachers may find it difficult to identify appropriate learning outcomes. The adage "I know it when I see it" is unhelpful in providing feedback and guidance for student improvement, and criteria that are more specifically defined would help students direct their own development. This study sought first to identify how clinical faculty in one institution currently assess professionalism, using retrospective analysis of material obtained in undergraduate teaching and faculty development sessions. Subsequently, a faculty workshop was held in which a round-table type discussion sought to develop these ideas and identify how professionalism assessment could be improved. The output of this session was a theoretical framework for teaching and assessing professionalism, providing example assessment criteria and ideas for clinical teaching. This includes categories such as client and colleague interaction, respect and trust, recognition of limitations, and understanding different professional identities. Each category includes detailed descriptions of the knowledge, skills, and behaviors expected of students in these areas. The criteria were determined by engaging faculty in the development of the framework, and therefore they should represent a focused development of criteria already used to assess professionalism, and not a novel and unfamiliar set of assessment guidelines. This framework is expected to facilitate implementation in clinical teaching.

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Patient, faculty, and self-assessment of radiology resident performance:A 360-degree method of measuring professionalism and interpersonal/communication skills11

Cited by 41 publications

References 0 publications

A simple tool to measure patient perceptions of operative birth

A simple tool to measure patient perceptions of operative birth

Feasibility and Reliability of a Multisource Feedback Tool for Emergency Medicine Residents

Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria

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