The Reliability, Validity, and Feasibility of Multisource Feedback Physician Assessment

Abstract

The use of MSF employing medical colleagues, coworkers, and patients as a method to assess physicians in practice has been shown to have high reliability, validity, and feasibility.

Assessment Pearls for Competency-Based Medical Education

“…The intrinsic (nonmedical expert) roles in frameworks such as CanMEDS 2015 6 and the Accreditation Council for Graduate Medical Education (ACGME) competencies 7 can be difficult to assess (eg, professionalism), yet they are important elements of physician competence. Newer tools have been developed to help meet these challenges, such as multi-source feedback for team skills and communication, 8 narrative feedback for patient-centered care, communication, and professionalism, 9 and the Ottawa Surgical Competency Operating Room Evaluation for operative competency. 10 Clearly, medical educators have made progress on developing tools to assess different areas of competence, not just the easier competencies to assess such as medical knowledge (ACGME) or the CanMEDS medical expert role.…”

¿quién Y Cómo Se Debe Garantizar La Calidad Del Cirujano?

“…Todo elemento de evaluación debe ser fiable y válido [120][121][122] . La fiabilidad es la medida cuántica de la reproducibilidad con la que un instrumento mide el mismo atributo.…”

Missed opportunities in health care education evidence synthesis

“…This is a common problem; many very recently published examples from across the health education disciplines are similarly devoid of conceptual constructs. [3][4][5][6] The stated aim of Ilic This is not what its title, 'Methods of teaching medical trainees evidence-based medicine: a systematic review', 1 conveys to the reader; rather, the title suggests a 'descriptive' review and a paradoxically far more interesting focus. As has been discussed within the pages of this very journal on countless occasions, primary education research that focuses on questions of 'whether' education is effective often ignores far more illuminating and useful questions, such as those of 'how', 'why', 'when ' and 'what'.…”