Can both residents and chief physicians assess surgical skills?

Oestergaard, Jeanett; Larsen, Claus; Maagaard, Mathilde; Grantcharov, Teodor P.; Ottesen, Bent; Sørensen, Jette Led

doi:10.1007/s00464-012-2155-1

Cited by 14 publications

(13 citation statements)

References 24 publications

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“…It is highly important that learners engage in clinical activity after simulation training and receive assessment on performance . The OSA‐LS is thoroughly validated as an assessment tool , and our research group has previously demonstrated that doctors with different educational levels can use it . Nonetheless, there might be some variability in assessment score depending on the assessors and on whether the assessment was performed “live,” i.e.…”

Section: Discussionmentioning

confidence: 99%

A structured four‐step curriculum in basic laparoscopy: development and validation

Strandbygaard

Bjerrum

Maagaard

et al. 2014

Acta Obstet Gynecol Scand

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Section: Discussionmentioning

confidence: 99%

A structured four‐step curriculum in basic laparoscopy: development and validation

Strandbygaard

Bjerrum

Maagaard

et al. 2014

Acta Obstet Gynecol Scand

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“…Video assessment can be rather time‐consuming, however. New research demonstrated that junior staff are as able to perform assessment and feedback as qualified senior staff . This may increase the usefulness of the method.…”

Section: Resultsmentioning

confidence: 99%

Educational strategies in performing cesarean section

Madsen

Grønbeck

Larsen

et al. 2013

Acta Obstet Gynecol Scand

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Cesarean section is a common operation and one of the first surgeries performed independently by trainees/residents in obstetrics and gynecology. Determination of trainees' technical skills level is dependent upon subjective faculty assessment. Based on three studies on learning curves in cesarean section, it is recommended that trainees perform between 10-15 and 40 supervised cesarean sections before operating independently. Surgical technical skills of trainees/residents may be assessed by Objective Structured Assessment of Technical Skills (OSATS), which provides a foundation for constructive feedback during surgical training. The Danish, Swedish and British Obstetric and Gynecological Societies' guidelines on cesarean section were reviewed regarding cesarean section surgical technique. Placental removal by traction on the umbilical cord is recommended uniformly; however, the Danish guidelines recommend one-layer uterine incision closure, whereas the Swedish and British guidelines recommend two-layer closure. Maternal complications at cesarean section increase when the primary surgeon is a trainee/resident rather than an experienced surgeon. Basic surgical proficiencies regarding instruments, sutures and surgical technique as well as basic anatomy, should be verified before entering a training program for cesarean section. Such a training program for technical and non-technical skills in cesarean section should include theoretical instruction, video tutorials, practical experience and direct supervision. Development of a specific OSATS for cesarean section is recommended. Training must be individually structured accommodating the differences in trainees' competencies. Before clinical training in the operating room begins, all trainees must attain standardized cognitive and technical skills.

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“…The use of final‐year medical students to rate students from the pre‐clinical years in OSCEs has been found acceptable to the assessees and the feedback they provide to be as helpful as that given by trainee doctors and faculty . In postgraduate settings, good agreement has been found between experienced clinicians and trainee doctors , psychologists and lay assessors . These studies have concentrated, however, on contrasting rater types within a particular assessment.…”

Section: Discussionmentioning

confidence: 99%

The relative reliability of actively participating and passively observing raters in a simulation‐based assessment for selection to specialty training in anaesthesia

Roberts

Gale²,

Sice

et al. 2013

Anaesthesia

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SummarySelection to specialty training is a high-stakes assessment demanding valuable consultant time. In one initial entry level and two higher level anaesthesia selection centres, we investigated the feasibility of using staff participating in simulation scenarios, rather than observing consultants, to rate candidate performance. We compared participant and observer scores using four different outcomes: inter-rater reliability; score distributions; correlation of candidate rankings; and percentage of candidates whose selection might be affected by substituting participants' for observers' ratings. Inter-rater reliability between observers was good (correlation coefficient 0.73-0.96) but lower between participants (correlation coefficient 0.39-0.92), particularly at higher level where participants also rated candidates more favourably than did observers. Station rank orderings were strongly correlated between the rater groups at entry level (rho 0.81, p < 0.001) but weaker at the two higher level centres (rho 0.52, p = 0.018; rho 0.58, p = 0.001). Substituting participants' for observers' ratings had less effect once scores were combined with those from other selection centre stations. Selection decisions for 0-20% of candidates could have changed, depending on the numbers of training posts available. We conclude that using participating raters is feasible at initial entry level only.

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Can both residents and chief physicians assess surgical skills?

Cited by 14 publications

References 24 publications

A structured four‐step curriculum in basic laparoscopy: development and validation

A structured four‐step curriculum in basic laparoscopy: development and validation

Educational strategies in performing cesarean section

The relative reliability of actively participating and passively observing raters in a simulation‐based assessment for selection to specialty training in anaesthesia

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