Validation of the INCEPT: A Multisource Feedback Tool for Capturing Different Perspectives on Physicians' Professional Performance.

Introduction: Multisource feedback (MSF) instruments are used to and must feasibly provide reliable and valid data on physicians' performance from multiple perspectives. The "INviting Co-workers to Evaluate Physicians Tool" (INCEPT) is a multisource feedback instrument used to evaluate physicians' professional performance as perceived by peers, residents, and coworkers. In this study, we report on the validity, reliability, and feasibility of the INCEPT.

Evaluating clinicians' teaching performance.

Evaluations of clinicians' teaching performance are usually a preliminary, although essential, activity in quality management and improvement activities. This PhD project focused on testing the validity, reliability and impact of a performance evaluation system named the System of Evaluation of Teaching Qualities (SETQ) across specialities and centres in the Netherlands. The results of this project show that the SETQ questionnaires can provide clinicians with valid and reliable performance feedback that can enhance their teaching performance.

Beyond limitations: Improving how we handle uncertainty in health professions education research.

The researchers' assumptions invariably influence research outcomes. This is true for both qualitative and quantitative studies. Assumptions or choices regarding underlying theories, causal relations, study setting and population, sampling strategies, participant non-response, data collection, data analysis, and researchers' perceptions and interpretations of results are among factors that can induce uncertainty in research findings.

Embracing the Complexity of Valid Assessments of Clinicians' Performance: A Call for In-Depth Examination of Methodological and Statistical Contexts That Affect the Measurement of Change.

Assessments of clinicians' professional performance have become more entrenched in clinical practice globally. Systems and tools have been developed and implemented, and factors that impact performance in response to assessments have been studied. The validity and reliability of data yielded by assessment tools have been studied extensively.

Clinical teaching performance improvement of faculty in residency training: A prospective cohort study.

Purpose: The purpose of this study is to investigate how aspects of a teaching performance evaluation system may affect faculty's teaching performance improvement as perceived by residents over time.

Methods: Prospective multicenter cohort study conducted in The Netherlands between 1 September 2008 and 1 February 2013. Nine hundred and one residents and 1068 faculty of 65 teaching programs in 16 hospitals were invited to annually (self-) evaluate teaching performance using the validated, specialty-specific System for Evaluation of Teaching Qualities (SETQ).

A Systematic Review of the Impact of Physicians' Occupational Well-Being on the Quality of Patient Care.

Background: It is widely held that the occupational well-being of physicians may affect the quality of their patient care. Yet, there is still no comprehensive synthesis of the evidence on this connection.

Purpose: This systematic review studied the effect of physicians' occupational well-being on the quality of patient care.

Development and validation of an instrument for measuring the quality of teamwork in teaching teams in postgraduate medical training (TeamQ).

Background: Teamwork between clinical teachers is a challenge in postgraduate medical training. Although there are several instruments available for measuring teamwork in health care, none of them are appropriate for teaching teams. The aim of this study is to develop an instrument (TeamQ) for measuring teamwork, to investigate its psychometric properties and to explore how clinical teachers assess their teamwork.

Confirmatory Factor Analysis of the System for Evaluation of Teaching Qualities (SETQ) in Graduate Medical Training.

The System for Evaluation of Teaching Qualities (SETQ) was developed as a formative system for the continuous evaluation and development of physicians' teaching performance in graduate medical training. It has been seven years since the introduction and initial exploratory psychometric analysis of the SETQ questionnaires. This study investigates the validity and reliability of the SETQ questionnaires across hospitals and medical specialties using confirmatory factor analyses (CFAs), reliability analysis, and generalizability analysis.

The impact of resident- and self-evaluations on surgeon's subsequent teaching performance.

Background: This study evaluates how residents' evaluations and self-evaluations of surgeon's teaching performance evolve after two cycles of evaluation, reporting, and feedback. Furthermore, the influence of over- and underestimating own performance on subsequent teaching performance was investigated.

Methods: In a multicenter cohort study, 351 surgeons evaluated themselves and were also evaluated by residents during annual evaluation periods for three subsequent years.

The impact of clinicians' personality and their interpersonal behaviors on the quality of patient care: a systematic review.

Purpose: To review systematically the impact of clinicians' personality and observed interpersonal behaviors on the quality of their patient care.

Data Sources: We searched MEDLINE, EMBASE and PsycINFO from inception through January 2014, using both free text words and subject headings, without language restriction. Additional hand-searching was performed.

The teacher, the physician and the person: exploring causal connections between teaching performance and role model types using directed acyclic graphs.

Background: In fledgling areas of research, evidence supporting causal assumptions is often scarce due to the small number of empirical studies conducted. In many studies it remains unclear what impact explicit and implicit causal assumptions have on the research findings; only the primary assumptions of the researchers are often presented. This is particularly true for research on the effect of faculty's teaching performance on their role modeling.

Reliable and valid tools for measuring surgeons' teaching performance: residents' vs. self evaluation.

Background: In surgical education, there is a need for educational performance evaluation tools that yield reliable and valid data. This paper describes the development and validation of robust evaluation tools that provide surgeons with insight into their clinical teaching performance. We investigated (1) the reliability and validity of 2 tools for evaluating the teaching performance of attending surgeons in residency training programs, and (2) whether surgeons' self evaluation correlated with the residents' evaluation of those surgeons.

The teacher, the physician and the person: how faculty's teaching performance influences their role modelling.

Objective: Previous studies identified different typologies of role models (as teacher/supervisor, physician and person) and explored which of faculty's characteristics could distinguish good role models. The aim of this study was to explore how and to which extent clinical faculty's teaching performance influences residents' evaluations of faculty's different role modelling statuses, especially across different specialties.

Methods: In a prospective multicenter multispecialty study of faculty's teaching performance, we used web-based questionnaires to gather empirical data from residents.