User reception of a simple online multisource feedback tool for residents.

Lonneke Alofs,Maas Jan Heineman,Jorike Huiskes,Lars Van Der Plank,Manon Horsman,Olle Ten Cate,Caroline Buis

doi:10.1007/s40037-015-0173-0

Lonneke Alofs, Maas Jan Heineman + Show 5 more

Open Access

https://doi.org/10.1007/s40037-015-0173-0

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Abstract

Receiving feedback on daily clinical activities, in whatever form, is crucial for the development of clinical proficiency. Multisource or 360-degree feedback procedures have been recommended to include various co-workers as sources of feedback. In 2008, a web-based multisource feedback (MSF) tool for medical residents was developed at the University Medical Center Utrecht and launched nationally in the Netherlands and has been widely used since then. In 2012, an evaluation was carried out to collect opinions on its use, on the quality of the instrument and on its experienced effectiveness. We approached 408 residents and 59 residency programme directors with an anonymous online survey.Completed surveys were received from 108 residents (26 %) and 22 programme directors (37 %). The tool was well received among the respondents and proved to be a simple, efficient and effective instrument to prepare for information-rich progress interviews of programme directors with their residents. Despite a relatively low response rate, indications were found for the effectiveness of MSF use at four levels of Kirkpatrick’s hierarchy based on user impressions: reaction, learning, behaviour change, and impact. This MSF tool, designed for effective formative feedback, was found to meet its purpose and was well received.

Highlights

In less than 20 years’ time, feedback and assessment of medical trainees has become central to the thinking about professional development in the medical workplace
Our study reports on the evaluation of an online multisource feedback (MSF) tool that has been applied in many residency programmes in the Netherlands since its inception in 2008
From the data we collected, and from the wide use of the instrument, we conclude that our MSF tool is well received

Summary

Introduction

In less than 20 years’ time, feedback and assessment of medical trainees has become central to the thinking about professional development in the medical workplace. Miller’s famous pyramid of approaches to the assessment of medical trainees stimulated many educators to ponder on how valid formative and summative assessment should take place when trainees are immersed in the workplace, that is, at Miller’s ‘does’ level [1]. When learners must individually acquire skills by acting in practice, a sense of proficiency must be provided by the outside world, as learners generally have difficulty in evaluating themselves [5]. Informed selfassessment is considered an important skill for medical professionals [6] who may develop individually toward standards of competence. Learners will have great difficulty in determining where they stand.

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