gms | German Medical Science

4th Research in Medical Education (RIME) Symposium 2015

19.03-21.03.2015, München

Under which conditions can multisource-feedback improve clinical performance: development of a model using a mixed-method-approach

Meeting Abstract

4th Research in Medical Education (RIME) Symposium 2015. München, 19.-21.03.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. DocRD13

doi: 10.3205/15rime62, urn:nbn:de:0183-15rime626

Veröffentlicht: 12. März 2015

© 2015 Hennel et al.
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Gliederung

Text

Introduction: Feedback is considered to be one of the most important drivers of learning [1]. It is helpful for defining learning needs and shaping learning activities and to increase performance. In medical settings Multisource-feedback (MSF) is a recognized form of feedback that is said to help monitor, develop, maintain and improve physicians` performance [2]. At present, there is no comprehensive model of contributing or hindering influences on MSF and its consequences [3]. Also, little is known about the mechanism of how multisource-feedback in the clinical setting influences both learners e.g. junior doctors and their supervisors [[4].

Research questions: In this PhD-project I will address the following research questions:

1.
Which is the validity evidence of a newly developed German MSF instrument?
2.
Which factors do contribute to or hinder successful MSF to ultimately improve clinical performance? How can these factors and their relationships be visualized in a model?
3.
Can this model be confirmed by quantitative studies?

Methods: First, I will validate a newly developed German multisource-feedback questionnaire taking several sources of validity evidence into account [5]. MSF will then be implemented at one hospital using this instrument. Second, a model of influences on MSF and its effects will be generated using grounded theory with help of e.g. focus groups and interviews. Influences and effects of the following factors will be investigated: instrument, assessors, supervisors, trainees, and context factors. Third, in a quantitative study, this model will be validated in a bigger sample of doctors-in-training using questionnaires and applying multi-level analyses.


References

1.
Van de Ridder J, Stokking KM, McGaghie WC, Ten Cate OT. What is feedback in clinical education? Med Educ. 2008;42(2):189-197. DOI: 10.1111/j.1365-2923-20007-02973.x Externer Link
2.
Donnon T, Al Ansari A, Al Alawi S, Violato C. The reliability, validity, and feasibility of multisource feedback physician assessment: a systematic review. Acad Med. 2014;89(3):511-516. DOI: 10.1097/ACM.0000000000000147 Externer Link
3.
Overeem K, WollersheimhHC, Arah OA, Cruijsberg JK, Grol RP, Lombarts KM. Factors predicting doctors' reporting of performance change in response to multisource feedback. BMC Med Educ. 2012;12:52. DOI: 10.1186/1472-6920-12-52 Externer Link
4.
Sargeant J, Mann K, Sinclair D, van der Vleuten C, Metsemakers J. Challenges in multisource feedback: intended and unintended outcomes. Med Educ. 2007;41:583-591.
5.
Cook DA, Beckman TJ. Current concepts in validity and reliability for psychometric instruments: theory and application. Am J Med. 2006;119(2):166. e7-166.e16.