Abstracts
Résumé
Contexte : La rétroaction écrite est primordiale dans l’enseignement aux résidents, mais les précepteurs ne sont pas toujours bien outillés pour offrir une rétroaction pertinente. Cette étude visait à évaluer l’efficacité de formations multiépisodiques et l’utilisation d’un guide critérié pour les rétroactions écrites des précepteurs en médecine familiale d’un centre hospitalier académique francophone.
Méthode : Vingt-trois (23) précepteurs ont participé aux formations et ont utilisé le guide critérié pour les guider lors de l’évaluation écrite dans une fiche évaluative nommée « feuille de route ». Le contenu de ces feuilles de route a été analysé selon la complétion, le taux de rétroactions spécifiques et le taux de rétroactions par rôle CanMEDS-MF avant et après les formations sur une période de 3 mois.
Résultats : Selon l’analyse des feuilles de route (n=70 prétest ; n=138 posttest), une augmentation du pourcentage de complétion (50% vs 92%, z=2.97, p=0.0030) et de rétroactions spécifiques (59% vs 92%, z=2.47, p=0.0137) fut notée. Il n’y avait aucune augmentation significative quant aux rétroactions par rôle CanMEDS-MF.
Conclusions : L’élaboration de formations multiépisodiques et d’un guide critérié, créés selon le référentiel CanMEDS-MF, suggère une amélioration de rétroactions écrites complètes et spécifiques en éducation de la médecine familiale.
Abstract
Background: Written feedback is essential in resident teaching, but preceptors are not always well equipped to provide relevant feedback. The purpose of this study was to evaluate the effectiveness of multi-episodic training and the use of a criterion-referenced guide for written feedback for family medicine preceptors in a French-language academic hospital.
Method: Twenty-three (23) preceptors participated in the training and used the criterion-referenced guide to guide them during the written evaluation in an evaluation sheet named "Field Notes". The content of these Field Notes was analyzed according to completion, the rate of specific feedback, and the rate of feedback by CanMEDS-MF role before and after the training over a 3-month period.
Results: Based on the analysis of the Field Notes (n=70 pre-test; n=138 post-test), an increase in the percentage of completion (50% vs. 92%, z=2.97, p=0.0030) and specific feedback (59% vs. 92%, z=2.47, p=0.0137) was noted. There was no significant increase in feedback by CanMEDS-MF role.
Conclusions: The development of multi-episodic training and a criterion-referenced guide, created according to the CanMEDS-MF repository, suggests an improvement in comprehensive and specific written feedback in family medicine education.
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Appendices
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