ABSTRACT
En distintos países, han surgido modelos educacionales que definen el marco de competencias necesarias para que todomédico espe-cialista pueda dar respuesta a los constantes cambios que está viviendo la sociedad. Para estos modelos es fundamental que cada rol y competencia sea evaluado correctamente para garantizar su óptima adquisición. Uno de los instrumentos propuestos en la literatura internacional para realizar esto es la evaluación en 360°, que además entrega una retroalimentación oportuna al residente. El objetivo de este trabajo es realizar un artículo de revisión de la literatura sobre la evaluación en 360°. La evaluación en 360º es una de las nuevas herramientas que permite dar una evaluación global de las competencias médicas en residentes de programas de especialidades a nivel de posgrado. Consiste en una pauta de observación estructurada que entrega al residente una retroalimentación desde distintos puntos de vista de su práctica cotidiana, al incluir la información obtenida de diferentes grupos de interés para el residente. Este artículo incluye aspectos relacionados con los componentes y racionalidad educacional del instrumento de evaluación, proceso de elección de los evaluadores incluyendo médicos, profesionales de la salud, personal administrativo, pacientes y familiares. Adicio-nalmente se analizan aspectos del diseño y aplicación de la evaluación en 360° o retroalimentación de múltiples fuentes.
In different countries, educational models have emerged, definning defining a competence framework needed for every medical spe-cialist to respond to the constant changes that society is experiencing. For these models, it is essential that each role and competence be evaluated correctly to guarantee their optimal acquisition. One of the instruments proposed in the international literature to do this is the 360-degree assessment, which also provides timely feedback to the resident. The 360-degree assessment is one of the new tools that allows giving a global evaluation of the medical competences in residents of specialty programs at the postgraduate level. It consists of a structured observation guide that gives the resident feedback from different points of view of their daily practice, by including the information obtained from different groups of interest for the resident. This article includes aspects related to the components and educational rationale of this assessment instrument,the selection process of examiners including medical doctors, health professions, and administrative personnel, patients and their relatives additionally, it analyzed aspects related the design and administration of the 360-degree assessment or multisource feedback
Subject(s)
Humans , Male , Female , Clinical Competence , Physicians , Education, Graduate , Feedback , LiteratureABSTRACT
Objective To investigate the effectiveness of 360-degree assessment method in clinical teaching for nursing students.Methods Forty-six nursing interns in our hospital from May 2012 to March 2013 were assigned as the observation group,and another 44 from May 2011 to March 2012 as the control group. The observation group was assessed in respect of nursing theory,nursing techniques,examinations,nursing ethics using the 360-degree assessment,while the interns in the control group in the traditional methods.The quality of comprehensive clinical evaluation over the interns in the two groups was compared.Result The nursing interns in the experiment group were significantly better than those in the control group in terms of nursing theory,nursing techniques, examinations,evaluation of nursing students on teaching quality of department and the satisfaction degree of patients,teachers and students with their nursing work (allP<0.05).Conclusions 360-degree assessment method can reflect the information of clinical nursing students from different prospective. It helps improve the ability of the nursing trainees in clinical comprehensive career ability and build up their correct professional attitude of “patient-centered”.
ABSTRACT
This article described systematically the design basis,passing standard and influential factor of test score of the assessment scale of simulated clinical skills examination.Through developing and modifying OSCE examination scale design for many years,we have found that the use of 360-degree assessment for designing OSCE assessment rating scale can effectively reduce the impact on the score of examinee owing to the environment,the candidates,raters and question design,which has an important role for scientific development of OSCE assessment scales,as well as improving the reliability and validity for development of a scientific OSCE assessment.