Assessment of surgery residents' operative skills in the operating theater using a modified Objective Structured Assessment of Technical Skills (OSATS): A prospective multicenter study

Hopmans, Cornelis J.; Hoed, P.T. den; Laan, Lijckle van der; Harst, Erwin van der; Elst, Maarten van der; Mannaerts, Guido H. H.; Dawson, I.; Timman, Reinier; Wijnhoven, Bas P. L.; IJzermans, Jan N.M.

doi:10.1016/j.surg.2014.04.052

Cited by 87 publications

(51 citation statements)

References 34 publications

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“…[18][19][20][21] Eighty-eight evaluations were completed in our study, 87 of which were suitable for analysis. Three statistical measures of reliability were used for this analysis.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the reliability of surgical assessment methods in an orthopedic residency program

2015

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“…[18][19][20][21] Eighty-eight evaluations were completed in our study, 87 of which were suitable for analysis. Three statistical measures of reliability were used for this analysis.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the reliability of surgical assessment methods in an orthopedic residency program

2015

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“…We deleted the domains of little relevance to the required skills and added the domains most pertaining to irregular wound repair procedures. Consequently, the modified scale included the following domains: ‘Maintaining a Sterile Field,’ ‘Knowledge and Handling of Instrument,’ ‘Quality of Excision,’ ‘Quality of Debridement,’ ‘Dissociation of Subcutaneous Tissue,’ and ‘Quality of Suturing and Knots.’ Furthermore, the 5-point Likert scale was replaced by a 7-point Likert scale with scores ranging from 4 to 10 [5,10]. The total score of the modified scale was 60 points.…”

Section: Methodsmentioning

confidence: 99%

“…In a standardized training program, there is a strong need for educational tools to provide objective assessments to evaluate predefined competency goals [5]. The current competence evaluation tools are mostly scales or checklists that assess residents’ technical skills based on the evaluator’s judgment of surgical performances.…”

Section: Introductionmentioning

confidence: 99%

A novel approach to assess clinical competence of postgraduate year 1 surgery residents

Ding

Zhai

et al. 2017

Medical Education Online

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Background: An increased demand for accountability and transparency in medicine have initiated a shift toward a more objective and standardized approach for postgraduate medical training.Objective: To develop and evaluate an objective method to assess clinical competence of postgraduate year 1 surgery residents.Design: Thirty-one postgraduate year 1 surgery residents, who had been trained in the Surgical School of Peking University First Hospital for one year, participated in an objective structured clinical examination as a final assessment of their clinical competence. A test station of irregular wound repair (debridement and suture) was specially designed to test the residents’ surgical integrative competence in a complex-trauma treatment procedure. A modified global rating scale, in combination with wound area measurement, was applied to evaluate residents’ surgical performance. The validity of the subjective global rating scale was evaluated by the objective measurement results from the software.Results: The global rating scale score had no obvious correlation with the area of the removed tissue and the residual wound area after the suture. There was significant difference in the debridement time and the residual wound area between 0–3 and >3 total stitches. There were significant differences in the area of the removed tissue between 0 and 1–2 grey stitches and 0 and 3–4 grey stitches, and in the residual wound area after suture between 0 and 3–4 grey stitches and 1–2 and 3–4 grey stitches.Conclusions: An irregular wound repair procedure could be an effective method to assess the integrative competence of surgery residents. The training for surgical thinking in the early stage of junior residents needs to be strengthened. The entire measurement process was more complex and time-consuming than expected. The possibility of measurement by simply counting the numbers of the key spots might be explored in the future.Abbreviations: ACS/APDS American College of Surgeons/Association of Program Directors in Surgery; GRS Global rating scale; LSD-T Least significant difference-test; OSATS Objective structured assessment of technical skills; OSCE Objective structured clinical examination; PBT Proficiency based training; PGY1 Postgraduate Year 1

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“…In recent decades, competency‐based programmes, formative feedback and structural assessments have reshaped the traditional strategy of ‘learning by doing’ in the OR . Nowadays restrictions on working hours and gaps in autonomous task performance force surgical trainees to learn more in less time .…”

Section: Introductionmentioning

confidence: 99%

Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room

et al. 2019

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Context For centuries now, the operating room (OR) has been the environment in which surgical trainees come to master procedures. Restricted working hours and insufficient levels of autonomy at the end of their training necessitate a shift towards alternative effective learning strategies. Self‐regulated learning is a promising strategy by which surgical trainees can learn more with fewer exposures. However, the challenge is to understand how surgical trainees regulate their learning in the clinical context of the OR. Objectives The purpose of this study is to identify and understand the strategies of surgical trainees in engaging their supervisors for learning purposes and how these strategies contribute to effective learning. Methods Total hip replacement procedures performed by four surgical trainees and their supervisors were videotaped. Using the iterative inductive process of conversation analysis, each verbal initiative to engage the supervisor was identified, analysed (‘why that now’) and categorised. Results Surgical trainees used a range of practices to engage supervisors and recruit expertise, ranging from explicit recruitment to implicit hints. We identified four major categories. Surgical trainees: (i) invite the supervisor to provide an evaluation of the ongoing task; (ii) express an evaluation of the ongoing task and then explicitly invite the supervisor to provide an evaluation; (iii) express an evaluation of the ongoing task and then invite the supervisor to provide confirmation, and (iv) express an evaluation of the ongoing task without engaging the supervisor. Conclusions Surgical trainees recruit expertise from supervisors using practices of four different categories. Trainees’ actions are provoked by the moment at which they experience insufficient expertise and are focused on the task at hand in the immediate present. Supervisors can and do elaborate on these requests to provide explicit teaching. Insight into these practices provides tools for reflection on OR learning, proficiency assessment and deliberation to adapt guidance in the real time of the procedure.

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Assessment of surgery residents' operative skills in the operating theater using a modified Objective Structured Assessment of Technical Skills (OSATS): A prospective multicenter study

Cited by 87 publications

References 34 publications

Evaluating the reliability of surgical assessment methods in an orthopedic residency program

Evaluating the reliability of surgical assessment methods in an orthopedic residency program

A novel approach to assess clinical competence of postgraduate year 1 surgery residents

Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room

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