Multisource Assessment
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Introduction
Multisource assessment can be carried out by other health care professionals (eg nurses, social workers, etc), peers, or patients. Ideally it is both qualitative and quantitative. The literature suggests the feedback is most helpful when respect and credibility of the assessment source is felt, and when there is mentoring to assist in understanding and integrating the assessment (Norcini, 2003).
Clearly, there are some aspects of clinical competence that are better assessed (eg communication, professionalism) than others (eg clinical knowledge) by multispurce feedback.
A Diversity of Preceptors
Multiple preceptors are usually involved with assessing students. It is important to see these preceptors communicating with each other, in person ideally or virtually if necessary.
Allied Health Care Provider Assessment
Assessments from nursing and other staff can be very helpful in understanding performance on a number of topics, such as communication, collaboration, and professionalism. One study found data to be reliable with as few as 6-10 reports (Butterfield and Mazzaferri, 1991).
Peer Assessment
Peer assessment can be viewed positively and can be helpful in promoting teamwork, professionalism, and communication (Nofziger et al, 2002). However, this assessment must be timely, confidential, and supported by mentorship; if not, peer comments can be destructive for self-confidence or relationships (Epstein, 2007).
Patient Assessment
Assessment by the patients the learners is caring for is a good idea in principle, but reliability is often questioned. Patients typically provide high ratings normally, though can be skewed inappropriately low if they are acutely ill (Epstein, 2007). One study found that 50 patient surveys were required for reliable data (Calhoun et al, 1984).
Resources and References
Butterfield PS, Mazzaferri EL. 1991. A new rating form for use by nurses in assessing residents' humanistic behaviour. J Gen Intern Med. 6:155-61.
Calhoun JG et al. 1984. Evaluating medical student clinical skill performance: relationships among self, peer, and expert ratings. Proc Annu Conf Res Med Educ. 23:205-10.
Epstein RM. 2007. Assessment in Medical Education. NEJM. 356(4): 387-396.
Nofziger AC et al. 2002. The impact of peer assessment on professional development. Presentation: Ottawa Conference on Medical Education and Assessment, Ottawa, July 15.
Norcini JJ. 2003. Peer assessment of competence. Med Educ. 37:539-43.
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