A Reliable and Valid Instrument to Assess Competency in Basic Surgical Skills in Second-Year Medical Students

Bramson, Rachel; Sadoski, Mark; Sanders, Charles W.; Walsum, Kim van; Wiprud, Robert

doi:10.1097/smj.0b013e3181514a29

Cited by 9 publications

(12 citation statements)

References 7 publications

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“…The use of differentiation scores for subsections allowed us to determine which subsections were more discerning of individual performance. The interevaluator reliability of 55%‐73% is in line with previous reports . Improvements in score agreement may have been made through recording the entire assessment, conducting more extensive training, requiring evaluators to document their thought processes, and having regular teleconference meetings to discuss questionable participant actions …”

Section: Discussionsupporting

confidence: 83%

“…The modification of Peyton's 4‐step approach seemed to work well for this context. During the second weekly lesson, participants worked together to recall the information, explain it, and repeat the procedure, thereby fostering cooperative learning and reinforcing the concepts of deliberate practice . The sequential introduction of skills and targeted practice required of group A participants likely increased attention and intention, which may have led to deeper learning …”

Section: Discussionmentioning

confidence: 99%

“…Using a global rating scale has been effective in evaluating performance . However, assessments of complex skills and greater score ranges result in greater variability compared with simple yes or no questions.…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of peer teaching and deliberate practice to teach veterinary surgery

et al. 2018

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Objective: To assess the impact of peer teaching and deliberate practice on surgical skills acquisition and retention in first-and second-year veterinary students. Study design: Randomized, prospective, comparative study. Sample population: Eighteen first-year and 25 second-year students from 1 college of veterinary medicine who had previously demonstrated proficiency in basic surgical skills. Methods: Forty-three participants were divided into 3 groups: the test group (group A, n = 15), who participated in a structured peer-assisted learning program using deliberate practice; the time-practice control group (group B, n = 15), who participated in an unstructured peer-supported environment; and the assessmentonly control group (group C, n = 13), who participated in the assessments. Participants performed a subcutaneous mass removal on a cadaver model and were assessed via a global rating system. Three assessment points were evaluated: pretraining, immediate posttraining, and retention. Results: The number of participants who achieved acceptable or excellent grand total scores in group A increased after training. Among all participants, 22% in group A, 35% in group B, and 38% in group C did not achieve an acceptable total score at the retention assessment. Conclusion: The study population improved in skill level and retention through the use of standardized video and peer instruction with attention to effective learning strategies, particularly deliberate practice. Clinical significance: Use and enhancement of the format introduced in this study could augment veterinary surgical education.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

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Evaluation of peer teaching and deliberate practice to teach veterinary surgery

et al. 2018

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“…The implementation of various procedure-specific checklists [47-49] and global rating scales [50-52] has been well described in other surgical disciplines and the Objective Structured Assessment of Technical Skill (OSATS) is the most widely accepted “gold standard” for objective skills assessment [53]. Yet, evidence suggests that these methods are valid for feedback and measuring progress of training rather than examination or credentialing [54].…”

Section: Resultsmentioning

confidence: 99%

Arthroscopic proficiency: methods in evaluating competency

Hodgins

Veillette

2013

BMC Med Educ

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Background: The current paradigm of arthroscopic training lacks objective evaluation of technical ability and its adequacy is concerning given the accelerating complexity of the field. To combat insufficiencies, emphasis is shifting towards skill acquisition outside the operating room and sophisticated assessment tools. We reviewed (1) the validity of cadaver and surgical simulation in arthroscopic training, (2) the role of psychomotor analysis and arthroscopic technical ability, (3) what validated assessment tools are available to evaluate technical competency, and (4) the quantification of arthroscopic proficiency.

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“…Some global rating scales have demonstrated construct validity and reliability. [6][7][8] The objective structured assessment of technical skills (OSATS) combines a global rating scale and a procedure-specific checklist, and it is considered by many to be the gold standard in the assessment of technical skills. OSATS has been studied widely, and both construct validity and reliability have been established in most trials.…”

Section: Discussionmentioning

confidence: 99%