Colleague Feedback Research Articles

The role of job resources and psychological empowerment in enhancing innovative work behavior in Chinese higher education

This research examined the relationship between job resources (social support, job autonomy, and colleague feedback) and innovative work behaviors of university teachers based on social exchange theory. The mediating role of psychological empowerment (meaning, competence, self-determination, impact) was also examined in the relationship between job resources and innovative work behaviors. Based on the established measurement scales, the questionnaire was used to collect data through quota sampling and purposive sampling methods. Empirical investigation was conducted with confirmatory factor analysis and structural equation modeling analysis. The results reveal that job resources were significantly and positively correlated with innovative work behaviors, and psychological empowerment mediated the relationship between job resources and innovative work behaviors.

Effective Communication in a Fertility Setting

Effective communication is a crucial aspect of any healthcare setting, as it directly impacts patient care, teamwork, and overall patient satisfaction. In the context of fertility treatment, clear and efficient communication is even more vital due to the complexity and sensitivity of the procedures involved. To begin with, let us discuss the importance of effective communication between doctors, nursing staff, and embryologists. In a fertility center, these professionals work closely together to provide comprehensive care to patients. Clear and open communication allows for seamless coordination of treatment plans, proper protocol adherence, timely updates on patient progress, and immediate action when complications arise. When there is effective communication among the team members, patients will experience a more streamlined and consistent care journey, ultimately improving their overall treatment outcomes and satisfaction. So, how can we ensure effective communication within this multi-disciplinary team? Here are a few strategies that can be implemented : 1. Regular team meetings: Schedule frequent team meetings to discuss patient cases, exchange information, and address any concerns or questions. These meetings should be structured, ensuring all team members have a chance to share updates and ask for clarifications. It is important to create an environment that promotes open dialogue and active participation from all team members. 2. Utilize electronic medical records (EMR) and shared systems: Implementing an EMR system or any other shared communication platform can greatly enhance communication efficiency. This allows for seamless information exchange, real-time updates, and shared access to relevant patient data. Using such platforms ensures that everyone in the team has access to the same information, reducing the chances of miscommunication or missed information. 3. Standardized protocols and guidelines: Establish consistent protocols and guidelines that outline communication expectations and procedures. This can include guidelines for reporting test results, notifying about patient progress, and communicating emergencies or critical situations. Standardized protocols minimize confusion and ensure that everyone knows what needs to be communicated and how. 4. Inter-professional training and education: Arrange regular training sessions and educational programs that involve team members from different disciplines. This facilitates mutual understanding of each other’s roles, responsibilities, and communication needs. It helps build trust and fosters a collaborative approach to patient care. 5. Feedback and evaluation: Encourage regular feedback and evaluation within the team to identify areas for improvement in communication. This can be done through surveys, colleague feedback, or self-reflection exercises. Address the feedback constructively, and work as a team to implement changes that enhance communication. In conclusion, effective communication is the cornerstone of successful teamwork and optimal patient care in a fertility setting. Clear and efficient communication between doctors, nursing staff, and embryologists ensures smooth coordination, timely interventions, and improved patient outcomes. By implementing strategies such as regular team meetings, shared communication platforms, standardized protocols, inter-professional training, and feedback mechanisms, we can enhance communication within the team.

Are there differences between SIMG surgeons and locally trained surgeons in Australia and New Zealand, as rated by colleagues and themselves?

BackgroundRepresentation of specialist international medical graduates (SIMGs) in specific specialties such as surgery can be expected to grow as doctor shortages are predicted in the context of additional care provision for aging populations and limited local supply. Many national medical boards and colleges provide pathways for medical registration and fellowship of SIMGs that may include examinations and short-term training. There is currently very little understanding of how SIMGs are perceived by colleagues and whether their performance is perceived to be comparable to locally trained medical specialists. It is also not known how SIMGs perceive their own capabilities in comparison to local specialists. The aim of this study is to explore the relationships between colleague feedback and self-evaluation in the specialist area of surgery to identify possible methods for enhancing registration and follow-up training within the jurisdiction of Australia and New Zealand.MethodsFeedback from 1728 colleagues to 96 SIMG surgeons and 406 colleagues to 25 locally trained Fellow surgeons was collected, resulting in 2134 responses to 121 surgeons in total. Additionally, 98 SIMGs and 25 Fellows provided self-evaluation scores (123 in total). Questionnaire and data reliability were calculated before analysis of variance, principal component analysis and network analysis were performed to identify differences between colleague evaluations and self-evaluations by surgeon type.ResultsColleagues rated SIMGs and Fellows in the ‘very good’ to ‘excellent’ range. Fellows received a small but statistically significant higher average score than SIMGs, especially in areas dealing with medical skills and expertise. However, SIMGs received higher scores where there was motivation to demonstrate working well with colleagues. Colleagues rated SIMGs using one dimension and Fellows using three, which can be identified as clinical management skills, inter-personal communication skills and self-management skills. On self-evaluation, both SIMGs and Fellows gave themselves a significant lower average score than their colleagues, with SIMGs giving themselves a statistically significant higher score than Fellows.ConclusionsColleagues rate SIMGs and Fellows highly. The results of this study indicate that SIMGs tend to self-assess more highly, but according to colleagues do not display the same level of differentiation between clinical management, inter-personal and self-management skills. Further research is required to confirm these provisional findings and possible reasons for lack of differentiation if this exists. Depending on the outcome, possible support mechanisms can be explored that may lead to increased comparable performance with locally trained graduates of Australia and New Zealand in these three dimensions.

Colleague appraisal of Australian general practitioners in training: an analysis of multisource feedback data

BackgroundMultisource feedback is an evidence-based and validated tool used to provide clinicians, including those in training, feedback on their professional and interpersonal skills. Multisource feedback is mandatory for participants in the Royal Australian College of General Practitioners Practice Experience Program and for some Australian General Practice Training Registrars. Given the recency of the Practice Experience Program, there are currently no benchmarks available for comparison within the program and to other comparable cohorts including doctors in the Australian General Practice Training program. The aim of this study is to evaluate and compare colleague feedback within and across General Practice trainee cohorts.MethodsColleague feedback, from multisource feedback of Practice Experience Program participants and Australian General Practice Training Registrars, collected between January 2018 and April 2020, was compared to identify similarities and differences. Analyses entailed descriptive statistics, between and within groups rater consistency and agreement measures, principal component analysis, t-tests, analysis of variance, and psychometric network analysis.ResultsColleague ratings of Practice Experience Program participants (overall average 88.58%) were lower than for Registrars (89.08%), although this difference was not significant. ‘Communication with patients’ was rated significantly lower for Practice Experience Program participants (2.13%) while this group was rated significantly better for their ‘Ability to say no’ (1.78%). Psychometric network analyses showed stronger linkages between items making up the behavioural component (compared to the items of the performance and self-management components, as found by principal component analysis) for Practice Experience Program participants as compared to Registrars. Practice Experience Program participants were stronger in clinical knowledge and skills as well as confidentiality, while Registrars were stronger in communicating with patients, managing their own stress, and in their management and leadership skills.ConclusionsThe multisource feedback scores of doctors undertaking the Practice Experience Program suggests that, while all mean values are ‘very good’ to ‘excellent’, there are areas for improvement. The linkages between skills suggests that Practice Experience Program doctors’ skills are somewhat isolated and have yet to fully synthesise. We now have a better understanding of how different groups of General Practitioners in training compare with respect to professional and interpersonal skills. Based on the demonstrated differences, the Practice Experience Program might benefit from the addition of educational activities to target the less developed skills.

How psychiatrists’ attitudes towards multi-source feedback including patient feedback influenced the educational value: a qualitative study

Background: Multi-source feedback (MSF) is well-established in psychiatric training. However, evidence on the educational impact is not definitive and there is scanty evidence exploring its value for professional development of psychiatry trainees in the United Kingdom (UK). Evidence suggests the MSF tool currently used is not suitable for specialist trainees. This qualitative research project explored psychiatric doctors’ attitudes towards MSF with patient feedback, to determine how this influenced the feedback’s educational usefulness. Methods: A qualitative study using a phenomenological approach based on a constructivist approach. Purposive sampling identified trainee psychiatrists who completed a more extensive MSF, including patient feedback, than they currently use. They discussed their results in supervised sessions to plan how to use the feedback. Semi-structured interviews were conducted separately with trainees and their supervisors following completion of MSF. The data was analysed thematically. The study was completed in 2020. Results: Seven trainees and five supervisors participated. Four themes were identified. Most had positive opinions about the educational usefulness of MSF, including patient feedback, and made changes to their behaviour following the feedback. Interviewees valued patient feedback and identified it as important in psychiatry. Most valued their patient feedback over their colleague feedback. The complexities of patient feedback in psychiatry and how this may influence the educational usefulness of the feedback were discussed in detail. Conclusions: Findings suggest a need to review the current system of MSF in psychiatry in order to maximise educational benefits. In particular, this research points to the benefits of psychiatric trainees engaging with patient feedback.

Podcasting to the undergraduate medical radiation student

IntroductionThe researcher of this study identified a gap in the current availability of educational resources that are specifically designed for the undergraduate student studying Medical Radiation Science (MRS). The purpose of the development of the podcast is to improve the student experience and allow for autonomy in student learning through utilising extracurricular means, as they are introduced to a career in the medical radiation sciences. This paper explores the implementation of an extracurricular podcast to a large undergraduate MRS cohort. DiscussionThe design of this study is observational in that the work presented here is aimed at documenting an innovation in undergraduate education. In this study, purposeful sampling was used. A total of seven clinical contacts were asked to be informally interviewed ranging from national contacts to international clinical connections, forming the podcast episode content Through providing insight to students through an alternate learning tool, the podcast aims at fostering engagement within the subject and promotes self-directed extension of scholarship within the first year of tertiary study. ResultAnalysis of pilot qualitative and quantitative data sets was undertaken. The results presented is platform data with some student and colleague feedback, however interview data is yet to be analysed. Results demonstrate geographical location of listeners, daily plays of episodes and the listening platforms utilised. In relation to the student experience, written feedback from members within the cohort was utilised. ConclusionPositive conclusions including student engagement, connection to practice and increased industry knowledge, have been drawn from the implementation of this emerging innovative learning tool with the MRS undergraduate program.

Non-medical prescribing of systemic anticancer therapy in a multidisciplinary team oncology clinic.

The number of people diagnosed and living with cancer in the UK continues to rise, placing increasing demands on specialist cancer care services. The incidence and prevalence of neuroendocrine tumours (NETs) has increased. An NET remains a rare cancer requiring specialist care and the clinical nurse specialist (CNS) team is ideally placed to support these patients. Oncology clinics are becoming increasingly pressured and the need to think of innovative ways of reducing pressure while maintaining and enhancing the patient's experience is important. A new multidisciplinary team (MDT) systemic anti-cancer therapy (SACT) clinic for NET patients was developed that incorporated a CNS SACT non-medical prescriber (NMP) to improve patient experience and reduce the number of oncologist clinic reviews. Methods and analysis: the clinic was designed and a protocol developed to help ensure safe practice and support for the CNS NMP. The patient experience was prioritised and the medical team was involved in the design. All NMP SACT prescriptions were reviewed and questionnaires were given to patients after 3 months. A questionnaire was also given to all oncologists within the clinic and to the oncology pharmacist for analysis. Findings: 29 SACT NMP prescriptions for 15 patients were written. Patient and medical colleague feedback was positive. Discussion: this experience has helped to highlight the positive impact of innovative clinics that combine the expertise of both independent nurse practitioners and the medical team. This has paved the way for further clinics of this kind within the author's trust and the NET service.

Multisource feedback as part of the Medical Board of Australia\u2019s Professional Performance Framework: outcomes from a preliminary study

BackgroundThe recent introduction of the Professional Performance Framework by the Medical Board of Australia is intended to strengthen continuing professional development for the 100,000 or so medical practitioners in Australia. An important option within the Framework is the use of multisource feedback from patients, colleagues and self-evaluations to allow doctors to reflect on their performance and identify methods for self-improvement. The aim of this study is to explore the relationships between patient feedback, colleague feedback, and self-evaluation using the same questionnaires as used by patients and colleagues.MethodsFeedback data for around 2000 doctors belonging to four different groups were collected through non-probability sampling from nearly 100,000 patients and 24,000 colleagues. Reliability analysis was performed using single measures intraclass coefficients, Cronbach’ alpha and signal-to-noise ratios. Analysis of variance was used to identify significant differences in scores between items and sub-populations of doctors; principal component analysis involving Kaiser-Meyer-Olkin (KMO) sampling adequacy and Bartlett’s test for sphericity was used to reveal components of doctor performance; and correlation analysis was used for identifying convergence between sets of scores from different sources.ResultsPatients rated doctors highest on respect shown and lowest on reassurance provided. Colleagues rated doctors highest on trustworthiness and lowest on ability to say ‘no’. With regard to self-evaluation, doctors gave themselves lower scores on the patient questionnaire and the colleague questionnaire (10 and 12%, respectively) than they received from their patients and colleagues. There were weak but positive correlations between self-scores and scores received indicating some convergence of agreement, with doctors feeling more comfortable with self-evaluation from the perspective of patients than from colleagues.ConclusionsSupplementing patient and colleague feedback with self-evaluation may help doctors confirm for themselves areas for enhanced CPD through convergence. If self-evaluation is used, the colleague questionnaire may be sufficient, since aspects of clinical competence, management, communication and leadership as well as patient care can be addressed through colleague items. Mentoring of doctors in CPD should aim to make doctors feel more comfortable about being rated by colleagues to enhance convergence between self-scores and evaluations from the perspective of colleagues.

Qualified GPs planning to work overseas: ‘go, enjoy yourself, and come back’

Experiencing health care abroad as a doctor is beneficial to the individual and to the NHS. However, navigating the appraisal and revalidation system may feel like a barrier. As Chair of the RCGP Junior International Committee (JIC), I receive many enquiries about this. We wish to provide reliable guidance so you can go and enjoy your new experiences, knowing that your return will be straightforward and you will be welcomed back. Fulfilling the GMC requirements (keeping up-to-date, appropriate quality improvement activities, and seeking and reflecting on UK-based patient and colleague feedback) early in your revalidation cycle will ensure flexibility later. Leaving things to the last minute can be stressful during time better spent making the most of opportunities abroad. Relinquishing and regaining your GMC Licence to practise in the UK has not historically been as easy as it should have been. The process should be simple and quick in future, but, currently, we …

Application of Instructional Design in Physics Optics with Students as the Base

This paper discusses the student-centered teaching design to meet the needs of innovative talents training. The teaching methods of heuristic and demonstration have been used in classroom teaching and the flipped class acts as an effective supplement. According to the teaching purpose, content and learning situation, the heuristic teaching and inquiry learning have been realized by using the teaching methods such as Q&A, discussions, presentations and e-learning. On the basis of the colleague feedback, the student-centered teaching design can help students acquire the ability to analyze and solve problems

Early predictors of need for remediation in the Australian general practice training program: a retrospective cohort study.

Underperforming trainees requiring remediation may threaten patient safety and are challenging for vocational training programs. Decisions to institute remediation are high-stakes-remediation being resource-intensive and emotionally demanding on trainees. Detection of underperformance requiring remediation is particularly problematic in general (family) practice. We sought to establish early-training assessment instruments predictive of general practice (GP) trainees' subsequently requiring formal remediation. We conducted a retrospective cohort study of trainees from a large Australian regionally-based GP training organization. The outcome factor was requirement for formal remediation. Independent variables were demographic factors and a range of formative assessments conducted immediately prior to or during early-stage training. Analyses employed univariate and multivariate logistic regression of each predictor assessment modality with the outcome, adjusting for potential confounders. Of 248 trainees, 26 (10.5%) required formal remediation. Performance on the Colleague Feedback Evaluation Tool (entailing feedback from a trainee's clinical colleagues on clinical performance, communication and probity) and External Clinical Teaching Visits (half-day sessions of the trainee's clinical consultations observed directly by an experienced GP), along with non-Australian primary medical qualification, were significantly associated with requiring remediation. There was a non-significant trend for association with performance on the Doctors Interpersonal Skills Questionnaire (patient feedback on interpersonal elements of the consultation). There were no significant associations with entry-selection scores or formative exam or assessment scores. Our finding that 'in vivo' assessments of complex behaviour, but not 'in vitro' knowledge-based assessments, predict need for remediation is consistent with theoretical understanding of the nature of remediation decision-making and should inform remediation practice in GP vocational training.

Colleague and patient appraisal of consultant psychiatrists and the effects of patient detention on appraisal scores.

Aims and method This paper aims to review colleague and patient feedback from the 10-year period of the operation of the Royal College of Psychiatrists' 360-degree appraisal system, specifically: (1) examine the overall distribution of ratings; (2) examine the effect of working primarily with detained patients on patient feedback, represented by forensic psychiatrists; and (3) look for a relationship between colleague and patient ratings.Results Data were analysed for 977 participating psychiatrists. Both colleagues and patients rated psychiatrists overall with high scores. Less than 1% were identified as low scorers, although there was no relationship between those identified by colleagues or patients. Colleague and patient feedback scores varied little between subspecialties including forensic consultants.Clinical implications Psychiatrists in all subspecialties obtained high scores from colleagues and staff. Working with detained patients appeared to have little effect on patient ratings.

A Comprehensive Leadership Response to an Unexpected Maternal Death

<h2>Poster Presentation</h2><h3>Purpose for the Program</h3> The purpose of this presentation is to describe the successful development and implementation of a leadership pathway for response to an unanticipated, maternal death during pregnancy. The pathway is comprehensive and addresses family support, staff support, risk management, regulatory notification, and media response planning for short term and long term periods and may be individualized to a specific institution and area of practice. <h3>Proposed Change</h3> Development of a leadership pathway that can be tailored to a variety of settings. Responses of leadership can vary after a catastrophic event therefore, the pathway will ensure that all areas for response and support are assessed and addressed as needed. <h3>Implementation, Outcomes, and Evaluation</h3> Implementation of the pathway is individualized and occurs after an unanticipated, catastrophic event (such as a maternal death) and is based on leadership and organizational need. The outcomes will demonstrate that all areas are assessed and appropriate action plans implemented. Evaluation of effectiveness of pathway will be done at the user level, whereby they may make additional modifications based on staff/family and colleague feedback. <h3>Implications for Nursing Practice</h3> In the published literature, leadership response in cases of unanticipated maternal death is limited to debriefing with staff. The literature does not address the comprehensive response plan or any type of guide/pathway that the user may implement/modify as necessary. Additional research regarding a comprehensive response program related to staff support is necessary.

PTU-289 Embedding pharmaceutical care into the multidisciplinary team

Introduction Pharmacists traditionally do not get involved in the long-term management of patients with chronic disease. This service development aimed to integrate pharmacy-lead IBD medication optimisation into the IBD Multi Disciplinary Team (MDT). We report our experience of extending our specialist pharmacist’s remit. Method A weekly pharmacist outpatient clinic was established, to initiate immunomodulating drugs and undertake biochemical monitoring. The pharmacist optimised therapy according to blood levels, adverse drug reactions (ADRs) and concordance. Strategic and operational management of the biologics infusion clinic was transferred to the pharmacist. A new blood and therapeutic drug monitoring (TDM) service for immunomodulators and biologics was introduced to optimise therapy decisions. The rapid access (helpline) service was reviewed to see whether the pharmacist could add value. The pharmacist facilitated MDT-approved pathways to initiate and review immunomodulators. A workload and prescription audit was conducted over four months with financial impact assessment. Patient and anonymous colleague feedback was sought. Results In the four months analysed, 14 pharmacist clinics were held, serving 138 patients. 382 patients had blood monitoring, ensuring clinical governance. The biologics infusion clinic expanded to include a cross-speciality services. 65 patients had their immunosupressant therapy adjusted in the TDM service. The pharmacist is gatekeeper for testing and is responsible for optimising therapies (as a non-medical prescriber). The advice sought from the rapid access service was primarily nurse-orientated and the service remains nurse-lead, with pharmacist deputising to maximise resources. In 4 months 142 of 1032 queries were answered by the pharmacist. The MDT reviewed 42 patients on biologics according to the new pathways. The TDM service resulted in a minimum of £60,000 savings for the health economy. 6 of 6 peer-assessors returned overwhelmingly positive reviews of the service and patient feedback was fa. Conclusion Involving the pharmacist in all aspects of the long-term care of patients with IBD enhanced patient safety and standardised treatment and monitoring protocols, whilst individualising therapy. The focus of the MDT shifted to early medicines optimisation, realising considerable cost savings. Interprofessional relationships profited from working closely together / deputising for each other. Embedding pharmaceutical skills into the multidisciplinary team influenced therapeutic decision making, ensuring that services incorporated good medicine management and medicine optimisation principles at conception to guarantee high-quality, compassionate care and strong governance. Disclosure of interest None Declared.

It's Great to Think about Difficult Issues in a Safe and Supportive Environment: Scenario-based Learning in Early Childhood Teacher Education

Early Childhood preservice teachers often experience a theory/practice divide between their university studies and actual classroom practice. Yet, as Adam (in Errington 2010) notes, There is a certain 'complementarity' between theory and practice that is perhaps most productive at the nexus between the two (97). Scenario-based learning (SBL) is a means through which that nexus can be explored; theory applied to practice; and preservice teachers more supported in their transition to professional practice. SBL is based on Lave and Wegner's (1991) concept of situated learning, where apprentices are schooled in the ways of the profession by expert practitioners, in what they term, legitimate peripheral participation. Scenarios are hypothetical situations created to situate learners in a real life context within the safety of the classroom and as a way to practice and trial ways of responding to various professional issues. In this research, SBL was introduced into an online Early Childhood Education university subject and developed over a number of years using an Action Research framework. Through learner and colleague feedback and critical reflection, scenarios have been refined to more closely align with learner needs and changes to early childhood policy and practice. This paper reports on the process of developing scenario-based learning, from its inception through to its current delivery.

First year doctors experience of work related wellbeing and implications for educational provision.

Objectives: To explore factors which affect newly qualified doctors’ wellbeing and look at the implications for educational provision.MethodsData were collected by free association narrative interviews of nine Foundation doctors and analysed using a grounded theory approach. Two Foundation programme directors were interviewed to verify data validity.ResultsTwo main themes emerged: newly qualified doctors’ wellbeing is affected by 1) personal experience and 2) work related factors. They start work feeling unprepared by medical school, work experience (“shadowing”) or induction programmes at the beginning of the post. Senior colleague support and feedback are much valued but often lacking with little discussion of critical incidents and difficult issues. Challenges include sick patients, prescribing, patient/relative communication and no consistent team structure. Working shift patterns affects personal and social life. Enjoyment and reward come from helping patients, feelings of making a difference or teaching medical students.ConclusionsWhilst becoming familiar with their roles, newly qualified doctors search for identity and build up resilience. The support given during this process affects their wellbeing including coping with day to day challenges, whether posts are experienced as rewarding and how work influences their personal and social lives.

Self-Other Agreement in Multisource Feedback: The Influence of Doctor and Rater Group Characteristics

Multisource feedback (MSF) ratings provided by patients and colleagues are often poorly correlated with doctors' self-assessments. Doctors' reactions to feedback depend on its agreement with their own perceptions, but factors influencing self-other agreement in doctors' MSF ratings have received little attention. We aimed to identify the characteristics of doctors and their rater groups that affect self-other agreement in MSF ratings. We invited 2454 doctors to obtain patient and colleague feedback using the UK General Medical Council's MSF questionnaires and to self-assess on core items from both patient (PQ) and colleague (CQ) questionnaires. Correlations and differences between doctor, patient and colleague mean feedback scores were examined. Regression analyses identified the characteristics of doctors and their rater groups that influenced self-other score agreement. 1065 (43%) doctors returned at least one questionnaire, of whom 773 (73%) provided self and patient PQ scores and 1026 (96%) provided self and colleague CQ scores. Most doctors rated themselves less favourably than they were rated by either their patients or their colleagues. This tendency to underrate performance in comparison to external feedback was influenced by the doctor's place of training, clinical specialty, ethnicity and the profile of his/her patient and colleague rater samples but, in contrast to studies undertaken in nonmedical settings, was unaffected by age or gender. Self-other agreement in MSF ratings is influenced by characteristics of both raters and ratees. Managers, appraisers, and others responsible for interpreting and reviewing feedback results with the doctor need to be aware of these influences.

Factors associated with variability in the assessment of UK doctors’ professionalism: analysis of survey results

Objectives To investigate potential sources of systematic bias arising in the assessment of doctors’ professionalism.Design Linear regression modelling of cross sectional questionnaire survey data.Setting 11 clinical practices in England and...

Re-licensing of general practitioners using the current UK revalidation proposals: a cross sectional study

ObjectiveTo explore the views of general practitioners (GPs) on the feasibility of collecting supporting information for the Royal College of General Practitioners (RCGP) revalidation portfolio and mapping of this evidence...

Measuring the quality of hospital doctors through colleague and patient feedback

The requirement for doctors and other medical professionals to undertake periodic performance evaluation is growing. Tools and techniques for such performance evaluation are at an early stage of development, but it is likely that feedback from colleagues and patients will play an important role. The aim of this paper is to evaluate two feedback tools (CFET for colleague feedback and DISQ for patient feedback) for the purpose of periodic performance evaluation of doctors. The data used in this study came from over 200 doctors currently working in hospital settings within the UK. The results indicate that there is close correspondence between the outcomes of manual screening procedures used by the UK General Medical Council (GMC) and the output from the two feedback tools Also, the paper shows that it is possible to combine colleague and patient feedback for a doctor, thereby extending our knowledge of how screening techniques based on questionnaires can produce a multisource view currently not available to...