OBJECTIVE:Admission committees use multiple sources of information to select residents. However, the way in which faculty members use each data source remains unclear and highly context-specific. The present study seeks to understand how faculty members use various sources of information about candidates to make admission decisions to a National Psychiatry Residency Program. METHODS:The theory of core competencies was used as a foundation for this qualitative study. Framework analysis was used to structure the project and data presentation. Twenty key informants from the faculty were purposefully sampled in accordance with the initial theory. Open-ended semi-structured interviews were conducted to obtain their views about the essential competencies of psychiatrists and the ways in which these competencies could be reliably gauged. RESULTS:Participants described numerous competencies that they believed were essential to becoming competent psychiatrists. These competencies fell within the six core competencies of the Accreditation Council for Graduate Medical Education framework. However, several non-competency attributes (such as perseverance, empathy, and compassion) were also relevant in the selection process. To reduce the impact of self-presentation bias, to which these attributes were vulnerable, the faculty relied heavily on sources of information obtained from third parties, such as feedback from co-workers with first-hand experience of the candidate during their clinical placements. CONCLUSION:Faculty members place importance on informal informant-derived information about a candidate's non-competency attributes in addition to core competencies when deciding whether or not to select a candidate for admission into a residency training program.

译文

目的:入学委员会使用多种信息来源来选择居民。但是,教职员工使用每个数据源的方式仍然不清楚,并且具有高度的针对性。本研究旨在了解教职员工如何使用有关候选人的各种信息资源来决定是否入学《国家精神病学住院医师计划》。
方法:核心能力理论被用作该定性研究的基础。框架分析用于构建项目和数据表示。根据最初的理论,有目的地抽取了来自该学院的20名关键线人。进行了不限成员名额的半结构化访谈,以获取他们对精神科医生基本能力的看法以及对这些能力的可靠衡量方式。
结果:参与者描述了他们认为对成为合格的精神病医生必不可少的许多能力。这些能力属于研究生医学教育认可委员会框架的六项核心能力。但是,在选择过程中,一些不称职的属性(例如毅力,同情心和同情心)也很重要。为了减少这些因素易受其影响的自我表象偏见的影响,教师严重依赖于从第三方获得的信息来源,例如来自同事的反馈以及在临床实习期间候选人的第一手经验。
结论:在决定是否选择候选人入学住院医师培训课程时,除核心能力外,教师还重视非正式的,基于信息提供者的非胜任属性的信息。

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