Direct Observation of Students during Clerkship Rotations: A Multiyear Descriptive Study

Howley, Lisa D.; Wilson, William G.

doi:10.1097/00001888-200403000-00017

Cited by 130 publications

(82 citation statements)

References 7 publications

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“…These evaluations are limited for 2 reasons: often, faculty have not directly observed residents as they interact with patients and families, 3,4 and faculty evaluations do not consider other perspectives from nurses, patients, or residents' self-evaluation of their skills. The ACGME has suggested the use of multisource feedback and 360-degree evaluation systems as 1 method, using multiple evaluators for assessing resident skills in a variety of areas including professionalism and interpersonal and communication skills.…”

Section: Resultsmentioning

confidence: 99%

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Chandler¹,

Henderson²,

Park³

et al. 2010

Journal of Graduate Medical Education

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Background Faculty have traditionally evaluated resident physician professionalism and interpersonal skills without input from patients, family members, nurses, or the residents themselves. The objective of our study was to use “360-degree evaluations,” as suggested by the Accreditation Council for Graduate Medical Education (ACGME), to determine if nonfaculty ratings of resident professionalism and interpersonal skills differ from faculty ratings. Methods Pediatrics residents were enrolled in a hospital-based resident continuity clinic during a 5-week period. Patient/families (P/Fs), faculty (MD [doctor of medicine]), nurses (RNs [registered nurses]), and residents themselves (self) completed evaluator-specific evaluations after each clinic session by using a validated 10-item questionnaire with a 5-point Likert scale. The average Likert score was tallied for each questionnaire. Mean Likert scale scores for each type of rater were compared by using analysis of variance, text with pair-wise comparisons when appropriate. Agreement between rater types was measured by using the Pearson correlation. Results A total of 823 evaluations were completed for 66 residents (total eligible residents, 69; 95% participation). All evaluators scored residents highly (mean Likert score range, 4.4 to 4.9). However, MDs and RNs scored residents higher than did P/Fs (mean scores: MD, 4.77, SD [standard deviation], 0.32; RN, 4.85, SD, 0.30; P/F, 4.53, SD, 0.96; P < .0001). MD and RN scores also were higher than residents' self-evaluation scores, but there was no difference between self-scores and P/F scores (average resident self-score, 4.44, SD, 0.43; P < .0001 compared to MD and RN; P = .19 compared to P/F). Correlation coefficients between all combinations of raters ranged from −0.21 to 0.21 and none were statistically significant. Conclusion Our study found high ratings for resident professionalism and interpersonal skills. However, different members of the health care team rated residents differently, and ratings are not correlated. Our results provide evidence for the potential value of 360-degree evaluations.

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Section: Resultsmentioning

confidence: 99%

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Chandler¹,

Henderson²,

Park³

et al. 2010

Journal of Graduate Medical Education

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“…The workplace structure and pace can further impede performance assessment. 3,4 Entrustable professional activities (EPAs) are a strategy to operationalize competencies and milestones in the workplace and focus supervisors and learners on key activities to be assessed. 5,6 Graduate medical educators have started to implement EPAs as a framework for assessment across specialties.…”

Section: Introductionmentioning

confidence: 99%

Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment

et al. 2015

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“…In reality, however, senior clinicians and faculty rarely have opportunities to observe medical students performing core clinical skills such as history taking and physical examination (Stillman et al 1991;Kassebaum & Eaglen 1999;Howley & Wilson 2004). The situation is exacerbated during surgical clerkships when the teaching and supervising responsibilities of consultant surgeons (attending surgeons) frequently conflict with operative and research responsibilities.…”

Section: Introductionmentioning

confidence: 99%

Clinical supervisor evaluations during general surgery clerkships

Wheeler

Hill

2011

Medical Teacher

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Background: Clerkship performance is commonly evaluated by consultant surgeons who seldom supervise medical students directly. In contrast, surgical residents and interns frequently supervise students and provide essential teaching but are not tasked with evaluating them. Aim: To prospectively investigate and compare the accuracy of general surgery clerkship performance evaluations by clinical supervisors of differing seniorities. Method: Between September 2008 and May 2010, clinical supervisors of varying seniorities independently evaluated 57 fourthyear medical students using a multi-dimensional performance evaluation tool. Total evaluation grades and subtotal grades for clinical ability were correlated to the results of a validated surgical objective structured clinical examination (OSCE). Results: In this study, 85 clinical supervisors provided 427 student performance evaluations. Total evaluation grades awarded by consultant surgeons had weak correlation to student OSCE results (r ¼ 0.27, p 5 0.05) and associated subtotal grades for clinical ability had no correlation. In comparison, the equivalent sets of grades awarded by residents and interns had moderate correlations to OSCE results (r ¼ 0.49 and r ¼ 0.54, p 5 0.01). Conclusions: Validity of clinical supervisor evaluations during general surgery clerkships vary according to assessor seniority. Including performance evaluation grades by surgical residents and interns may enhance the overall validity of this common clerkship evaluation tool and improve its summative and formative assessment value.

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Direct Observation of Students during Clerkship Rotations: A Multiyear Descriptive Study

Cited by 130 publications

References 7 publications

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation

Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment

Clinical supervisor evaluations during general surgery clerkships

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