Abstract
BackgroundMultisource 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.MethodsA 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.ResultsSeven 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.ConclusionResidents’ 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.
Highlights
Multisource feedback (MSF) is increasingly being used to assess trainee performance, with different assessor groups fulfilling a crucial role in utility of assessment data
Analysis of the transcripts resulted in seven major themes related to performance theories of nurses and residents, namely; communication skills, patient care, accessibility, teamwork skills, responsibility, medical knowledge and professional attitude, The section will describe these themes in further detail, and provide quotations that most accurately depict the themes and dimensions in participants’ performance theories
In order to gain a better understanding of how assessors and assessor groups evaluate resident performance, we explored and compared performance theories of residents and nurses, as used by them when describing and evaluating different levels of resident performance
Summary
Multisource feedback (MSF) is increasingly being used to assess trainee performance, with different assessor groups fulfilling a crucial role in utility of assessment data. The purpose of this study was to explore performance theories of various assessor groups (residents and nurses) when assessing performance of residents. MSF is a tool which requires collection of evaluations of training- or job-related competencies from various assessors occupying different roles relative to the trainee [2,3,4,5]. MSF has emerged as one of the dominant methods to assess professional attitudes and behavior in the workplace and it can be an effective tool for providing formative feedback to the trainees, especially with respect to ‘generic’ or ‘soft’ competencies such as communication, interpersonal skills, teamwork and professionalism [6]
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