The nature of qualitative comments in evaluating professionalism
dc.contributor.author | Frohna, Alice Z. | en_US |
dc.contributor.author | Stern, David T. | en_US |
dc.date.accessioned | 2010-06-01T21:08:49Z | |
dc.date.available | 2010-06-01T21:08:49Z | |
dc.date.issued | 2005-08 | en_US |
dc.identifier.citation | Frohna, Alice; Stern, David (2005). "The nature of qualitative comments in evaluating professionalism." Medical Education 39(8): 763-768. <http://hdl.handle.net/2027.42/74229> | en_US |
dc.identifier.issn | 0308-0110 | en_US |
dc.identifier.issn | 1365-2923 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/74229 | |
dc.identifier.uri | http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=retrieve&db=pubmed&list_uids=16048618&dopt=citation | en_US |
dc.description.abstract | We analysed written comments on clerkship evaluation forms to determine if they furthered our understanding of students' professional behaviour. Methods We transcribed all written comments related to professional behaviour for 1 medical school class in 4 major clerkships, then categorised the comments. Comments were coded into categories by two raters. They were also coded as positive, negative or equivocal. The 3 types of comments were each correlated with a Likert-type score for professionalism for each student in these same clerkships. Results Most comments covered initiative, working well with others, patient skills and working hard. Of the 1845 comments, 1721 were positive, 106 were negative and 18 were equivocal, neither wholly positive nor wholly negative. The total number of positive comments correlated with the students' numerical professionalism score ( r = 0.29, P < 0.001); negative comments correlated negatively with the numerical professionalism score ( r = − 0.44, P < 0.001). Equivocal comments were significantly negative ( r = − 0.25, P = 0.002). Qualitative analysis revealed that equivocal comments were focused on maturity, initiative and teamwork. Conclusions Written comments contain unique indicators of students' professional behaviour and are largely positive in nature; negative comments stand out by their rarity and intensity. There is a set of negative comments masked by evaluators in language that appears neutral or even partly positive that statistically resemble negative comments and should be regarded as such by students who receive this type of comments. Evaluators should be encouraged and trained to express their qualitative views of students. | en_US |
dc.format.extent | 73027 bytes | |
dc.format.extent | 3109 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.publisher | Blackwell Science Ltd | en_US |
dc.rights | 2005 Blackwell Publishing Ltd | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Medical | en_US |
dc.subject.other | Undergraduate/*Methods | en_US |
dc.subject.other | *Professional Autonomy | en_US |
dc.subject.other | Clinical Clerkships | en_US |
dc.subject.other | Curriculum/ Methods | en_US |
dc.subject.other | Students | en_US |
dc.subject.other | Medical/ Psychology | en_US |
dc.title | The nature of qualitative comments in evaluating professionalism | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbsecondlevel | Medicine (General) | en_US |
dc.subject.hlbtoplevel | Health Sciences | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.identifier.pmid | 16048618 | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/74229/1/j.1365-2929.2005.02234.x.pdf | |
dc.identifier.doi | 10.1111/j.1365-2929.2005.02234.x | en_US |
dc.identifier.source | Medical Education | en_US |
dc.identifier.citedreference | 1 ABIM Foundation, ACP-ASIM Foundation, European Federation of Internal Medicine. Medical professionalism in the new millennium: a physician charter. Ann Int Med 2002; 136: 243 – 6. | en_US |
dc.identifier.citedreference | 2 General Medical Council (GMC), Good Medical Practice, 3rd edn. 2001. Available at: http://www.gmc-uk.org/med_ed/. Accessed 21 December 2003. | en_US |
dc.identifier.citedreference | Cohen JJ. Our compact with tomorrow's doctors. Acad Med 2002; 77: 475 – 9. | en_US |
dc.identifier.citedreference | Dawson-Saunders B, Paiva REA. The validity of clerkship performance evaluations. Med Educ 1986; 20: 240 – 5. | en_US |
dc.identifier.citedreference | Mavis B, Doig K. The value of noncognitive factors in predicting students' first-year academic probation. Acad Med 1998; 72: 201 – 3. | en_US |
dc.identifier.citedreference | Pangaro L. A new vocabulary and other innovations for improving descriptive in-training evaluations. Acad Med 1999; 74: 1203 – 7. | en_US |
dc.identifier.citedreference | Frohna A, Gruppen LD, Stern DT. Faculty provide valid assessments of professional behaviour. Presented at the Association of American Medical Colleges Research in Medical Education Conference, 2000, Chicago, October. | en_US |
dc.identifier.citedreference | Stern DT, Frohna AZ, Gruppen LD. The prediction of professional behaviour. Med Educ 2005; 39: 75 – 82. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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