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Ratings of performance in multisource feedback: comparing performance theories of residents and nurses

BACKGROUND: Multisource feedback (MSF) is increasingly being used to assess trainee performance, with different assessor groups fulfilling a crucial role in utility of assessment data. However, in health professions education, research on assessor behaviors in MSF is limited. When assessing trainee...

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Autores principales: Tariq, Muhammad, Govaerts, Marjan, Afzal, Azam, Ali, Syed Ahsan, Zehra, Tabassum
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7549199/
https://www.ncbi.nlm.nih.gov/pubmed/33046055
http://dx.doi.org/10.1186/s12909-020-02276-1
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author Tariq, Muhammad
Govaerts, Marjan
Afzal, Azam
Ali, Syed Ahsan
Zehra, Tabassum
author_facet Tariq, Muhammad
Govaerts, Marjan
Afzal, Azam
Ali, Syed Ahsan
Zehra, Tabassum
author_sort Tariq, Muhammad
collection PubMed
description BACKGROUND: Multisource feedback (MSF) is increasingly being used to assess trainee performance, with different assessor groups fulfilling a crucial role in utility of assessment data. However, in health professions education, research on assessor behaviors in MSF is limited. When assessing trainee performance in work settings, assessors use multidimensional conceptualizations of what constitutes effective performance, also called personal performance theories, to distinguish between various behaviors and sub competencies., This may not only explain assessor variability in Multi Source Feedback, but also result in differing acceptance (and use) of assessment data for developmental purposes. The purpose of this study was to explore performance theories of various assessor groups (residents and nurses) when assessing performance of residents. METHODS: A constructivist, inductive qualitative research approach and semi-structured interviews following MSF were used to explore performance theories of 14 nurses and 15 residents in the department of internal medicine at Aga Khan University (AKU). Inductive thematic content analysis of interview transcripts was used to identify and compare key dimensions in residents’ and nurses’ performance theories used in evaluation of resident performance. RESULTS: Seven major themes, reflecting key dimensions of assessors’ performance theories, emerged from the qualitative data, namely; communication skills, patient care, accessibility, teamwork skills, responsibility, medical knowledge and professional attitude. There were considerable overlaps, but also meaningful differences in the performance theories of residents and the nurses, especially with respect to accessibility, teamwork and medical knowledge. CONCLUSION: Residents’ and nurses’ performance theories for assessing resident performance overlap to some extent, yet also show meaningful differences with respect to the performance dimensions they pay attention to or consider most important. In MSF, different assessor groups may therefore hold different performance theories, depending on their role. Our results further our understanding of assessor source effects in MSF. Implications of our findings are related to implementation of MSF, design of rating scales as well as interpretation and use of MSF data for selection and performance improvement.
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spelling pubmed-75491992020-10-13 Ratings of performance in multisource feedback: comparing performance theories of residents and nurses Tariq, Muhammad Govaerts, Marjan Afzal, Azam Ali, Syed Ahsan Zehra, Tabassum BMC Med Educ Research Article BACKGROUND: Multisource feedback (MSF) is increasingly being used to assess trainee performance, with different assessor groups fulfilling a crucial role in utility of assessment data. However, in health professions education, research on assessor behaviors in MSF is limited. When assessing trainee performance in work settings, assessors use multidimensional conceptualizations of what constitutes effective performance, also called personal performance theories, to distinguish between various behaviors and sub competencies., This may not only explain assessor variability in Multi Source Feedback, but also result in differing acceptance (and use) of assessment data for developmental purposes. The purpose of this study was to explore performance theories of various assessor groups (residents and nurses) when assessing performance of residents. METHODS: A constructivist, inductive qualitative research approach and semi-structured interviews following MSF were used to explore performance theories of 14 nurses and 15 residents in the department of internal medicine at Aga Khan University (AKU). Inductive thematic content analysis of interview transcripts was used to identify and compare key dimensions in residents’ and nurses’ performance theories used in evaluation of resident performance. RESULTS: Seven major themes, reflecting key dimensions of assessors’ performance theories, emerged from the qualitative data, namely; communication skills, patient care, accessibility, teamwork skills, responsibility, medical knowledge and professional attitude. There were considerable overlaps, but also meaningful differences in the performance theories of residents and the nurses, especially with respect to accessibility, teamwork and medical knowledge. CONCLUSION: Residents’ and nurses’ performance theories for assessing resident performance overlap to some extent, yet also show meaningful differences with respect to the performance dimensions they pay attention to or consider most important. In MSF, different assessor groups may therefore hold different performance theories, depending on their role. Our results further our understanding of assessor source effects in MSF. Implications of our findings are related to implementation of MSF, design of rating scales as well as interpretation and use of MSF data for selection and performance improvement. BioMed Central 2020-10-12 /pmc/articles/PMC7549199/ /pubmed/33046055 http://dx.doi.org/10.1186/s12909-020-02276-1 Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research Article
Tariq, Muhammad
Govaerts, Marjan
Afzal, Azam
Ali, Syed Ahsan
Zehra, Tabassum
Ratings of performance in multisource feedback: comparing performance theories of residents and nurses
title Ratings of performance in multisource feedback: comparing performance theories of residents and nurses
title_full Ratings of performance in multisource feedback: comparing performance theories of residents and nurses
title_fullStr Ratings of performance in multisource feedback: comparing performance theories of residents and nurses
title_full_unstemmed Ratings of performance in multisource feedback: comparing performance theories of residents and nurses
title_short Ratings of performance in multisource feedback: comparing performance theories of residents and nurses
title_sort ratings of performance in multisource feedback: comparing performance theories of residents and nurses
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7549199/
https://www.ncbi.nlm.nih.gov/pubmed/33046055
http://dx.doi.org/10.1186/s12909-020-02276-1
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