Validation of a novel intraoperative assessment tool: The Surgical Procedure Feedback Rubric

Toprak, Ayca; Luhanga, Ulemu; Jones, Sarah A.; Winthrop, Andrea; McEwen, Laura April

doi:10.1016/j.amjsurg.2015.08.032

Cited by 13 publications

(6 citation statements)

References 27 publications

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“…(See examples of formal, informal, model-based, and rubric-based teaching. [8][9][10][11] ) Thirteen questions assessed the degree to which physicians thought training residents were prepared to complete specific surgical scenarios, such as resection of a pituitary tumor and coronal plane lesion resection. Later questions assessed satisfaction with feedback methods: verbal qualitative, written qualitative, personal grading scale, shared grading scale, and other.…”

Section: Methodsmentioning

confidence: 99%

“…20 They are commonly used in multiple surgical specialties; specifically in ophthalmology, success has been achieved with the International Council of Ophthalmology (ICO) creating ophthalmology surgical competency assessment rubrics (OSCARs) for procedures such as cataract replacement, phacoemulsification, trabeculectomy, and tube shunt placement. 11,21,22,23 Previous studies have shown that the OSCAR rubrics for assessing competency in pterygium and tube shunt surgery showed face and content validity. 20,22 Both ophthalmology and endoscopic skull base surgery focus on a small area of the body and emphasize precision and attention to detail.…”

Section: Manuscriptmentioning

confidence: 99%

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Residency Education Practices in Endoscopic Skull Base Surgery

Dimitroyannis,

Thodupunoori,

Polster

et al. 2023

J Neurol Surg B Skull Base

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Background: There has been increased interest in how residents train in the subspecialty of skull base surgery. Examining which training methods are popular and effective to optimize residency learning is necessary, especially with new training adjuncts available to the modern trainee. In this study, we survey North American Skull Base Society (NASBS) members to analyze endoscopic skull base surgery education methods. Methods: The NASBS membership was surveyed regarding endoscopic skull base surgery teaching and feedback methods using a Likert scale via an anonymized REDCAP form over four months. Results: With a response rate of 10.1%, we found that informal teaching methods and verbal qualitative feedback were rated significantly more effective than other teaching and feedback methods (p<0.01). When comparing the opinions of otolaryngologists and neurosurgeons, otolaryngologists were less likely to believe feedback is most effective with a shared grading scale (p<0.01). Physicians with more than ten years of experience post-training felt model-based and rubric-based teaching were used more frequently (p<0.01). Respondents indicated that standardization and use of simulation, artificial intelligence, and virtual reality should be at the forefront of educational practices used in the field in the coming 5-10 years. Conclusion: Despite the current emphasis on informal training, respondents pointed to standardization and simulation as methods of endoscopic skull base surgery education that should be used more in the future. These results indicate an unmet need in skull base education. Future multi-institutional initiatives with NASBS membership participation are warranted.

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Section: Methodsmentioning

confidence: 99%

Section: Manuscriptmentioning

confidence: 99%

Residency Education Practices in Endoscopic Skull Base Surgery

Dimitroyannis,

Thodupunoori,

Polster

et al. 2023

J Neurol Surg B Skull Base

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show abstract

“…[28][29][30][31][32][33][34][35] Similarly, numerous scales have been described for assessing human surgical residents' skills on clinical cases, cadavers, and simulators, although none have been found to be clearly superior. [36][37][38][39][40][41] Additionally, motion analysis and virtual reality have been used to assess human surgical residents. [42][43][44][45][46] Additional research implementing and/or validating assessment methods for veterinary surgical residents is needed.…”

Section: Assessment Of Competencymentioning

confidence: 99%

Trained to cut? A literature review of veterinary surgical resident training

Simons,

Hunt,

Anderson

2024

Veterinary Surgery

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A surgical residency trains veterinary graduates to a higher level of expertise in surgical procedures than is possible during veterinary school and prepares a resident to pursue board certification in surgery. The education of veterinary surgical residents has changed minimally since its inception in the twentieth century, and there are insufficient studies to determine if residency programs are producing surgeons with competence in each of the necessary procedural categories. The aims of this review were to report the current theory and methods used to provide surgical education to residents, to discuss the training most likely to create a competent, board‐certified surgeon and to review assessment methods used during training. Several literature searches using broad terms such as “veterinary surgery residency,” “veterinary surgery resident,” and “veterinary surgical training” were performed using PubMed, CAB abstracts, and Google Scholar. Literature pertinent to theory, methods, training, and assessment of veterinary surgical residents was included. The reviewed literature demonstrated the need for research‐based learning curves for specific procedures. Simulation training is known to facilitate deliberate practice and should be leveraged where possible to reach competency. The creation of validated assessment methods should be pursued as it enables assessment of competency instead of inferring its development from case logs. Understanding and supporting learner cognition and providing sufficient feedback remain important issues in the field. Surgical educators are urged to continue to search for innovative and evidence‐based ways to train competent surgical residents.

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“…While checklists are simple and easy to use, feedback is limited to what was or was not done by the learner. As Toprak et al point out ( Toprak, Luhanga, Jones, Winthrop, and McEwen 2016 ), checklists do not measure the quality of learners’ performances and they often lack the type of feedback explicitly explaining how learners could improve in the future. Likert-type scales provide slightly more information than done/not done, but the performance standard for each point on the scale is implicit; where any student falls on a 5- or 7-point scale may be interpreted differently by different assessors ( Gingerich, Regehr, & Eva, 2011 ; Kogan, Conforti, Iobst, & Holmboe, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

The Development and Implementation of New Assessment Tools for the Surgical Clerkship Rotation

Kolar¹,

Katsoulas²,

Toprak³

et al. 2018

MedEdPublish

Self Cite

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Innovation: We developed two new rubrics with explicit behavioural anchors to assess students in the Queen's undergraduate medical education (UGME) surgery clerkship rotation. These rotation rubrics, complemented by a new ambulatory clinic encounter card, improved the quality, consistency, and timeliness of feedback for clerks from faculty preceptors. This innovation was introduced during a comprehensive workplace-based assessment redesign being undertaken in the Department of Surgery as part of the transition to a postgraduate competency-based medical education (CBME) system for postgraduate education (PGME). The core UGME working group, comprised of a faculty surgeon, assessment consultant, and a surgical resident, selected terminology and designed the tool visual structure to be similar to the new postgraduate assessment tools, since most preceptors supervise learners in both programs. This consistency enhanced buy-in from faculty and ensured a smooth transition to the use of the new UGME tools. Development: The new assessment process was developed and piloted in three phases: (1) development of an assessment system based on rubrics with explicit behavioural descriptors as the key assessment tools; (2) implementation of a pilot study to establish the acceptability and feasibility of the use of these rubrics, with iterative revisions based on stakeholder feedback; and (3) development of a validity argument for the use of these assessment tools. The latter is scheduled for 2018. Outcomes: The use of these rotation behaviour-anchored rubrics and corresponding ambulatory clinic encounter card has greatly improved the mid-and final-rotation feedback provided to students on the Surgery Clerkship. The concrete, descriptive information provided by the rubrics allows the course director to provide specific feedback during rotation exit meetings. The course director has the ability to clearly articulate to students the areas where they have met (or exceeded) the expected level of competency, as well as areas which require additional attention.

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Validation of a novel intraoperative assessment tool: The Surgical Procedure Feedback Rubric

Cited by 13 publications

References 27 publications

Residency Education Practices in Endoscopic Skull Base Surgery

Residency Education Practices in Endoscopic Skull Base Surgery

Trained to cut? A literature review of veterinary surgical resident training

The Development and Implementation of New Assessment Tools for the Surgical Clerkship Rotation

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