Variability in the clinical skills of residents entering training programs in surgery*

Sachdeva, Ajit K.; Loiacono, Laurie A.; Amiel, Gilad E.; Blair, Patrice Gabler; Friedman, Maureen G.; Roslyn, Joel J.

doi:10.1016/s0039-6060(05)80338-1

Cited by 76 publications

(33 citation statements)

References 18 publications

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“…70 Residents are described as having deficiencies in their own clinical competences as well as in their teaching skills. [81][82][83] It seems therefore reasonable to entertain some doubts as to the quality of residents' feedback. 84 Recommendations regarding the effects of an intraining assessment programme on the learning environment When studying the effects of assessment on the learning environment in clerkships it is important to design a study and instruments that enable the close monitoring of these effects.…”

Section: Conclusion Regarding the Effects Of An In-training Assessmementioning

confidence: 99%

In-training assessment in an undergraduate clerkship. Feasibility, reliability, effect on learning environment

Daelmans¹

2006

TMEO

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Section: Conclusion Regarding the Effects Of An In-training Assessmementioning

confidence: 99%

In-training assessment in an undergraduate clerkship. Feasibility, reliability, effect on learning environment

Daelmans¹

2006

TMEO

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“…The surgical experience must feature a progressive development of surgical practice (7) , but the individual learning abilities vary a lot inside a resident group. Surgery residents enter residency programs with varying levels of knowledge and skills (8) . In the United States (US) the residency program, including Ophthalmology, is accredited by an organization called Accreditation Council for Graduate Medical Education (ACGME).…”

Section: Introductionmentioning

confidence: 99%

Strabismus surgery learning for Ophthalmology residents of university service

Crespi-Flores

Minguini

Temporini

et al. 2012

Arq. Bras. Oftalmol.

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RESUMOEach resident studied the standard strabismus surgery technique on a CD-ROM, then performed a rabbit rectus muscle recession and a strabismus surgery on a patient. A structured questionnaire was handed to the residents, and the authors made observations including variables referring to the surgical technique applied, self-evaluation of this technique and if appropriate training was given. Results: Thirty-eight questionnaires were analysed. All 1 st year residents (R1) had had some difficulty remembering the surgery sequence and 69.6% of 2 nd year residents (R2). Concerning the surgical material handling, 93.3% of R1 and 52.2% of R2 had had any difficulty. The residents reported that during the surgery in humans, 50% remembered the experimental stage and that this training completely fulfilled their needs for 47% and partially for other 47%. Conclusion: Experimental surgery, more practice opportunities and resident's supervision may improve the teaching of strabismus surgery.

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“…Clinicians may be willing to teach, but teaching duties may be neglected because of ''heavy service, time constraints, noisy wards and uncooperative patients'' (Ahmed & El-Bagir 2002). Additionally, teaching quality is inconsistent even within the same disciplines so that students have highly individualistic learning experiences which a number of researchers report, may or may not include the coverage of all syllabi within the clinical skills curriculum (Sachdeva et al 1995;Remmen et al 1999, Ahmed & El-Bagir 2002.…”

Section: Introductionmentioning

confidence: 99%

Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction

et al. 2009

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Introduction: The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering all elements of clinical skills curricula; insufficient opportunity to practise clinical skills; and increasing reports of graduates' incompetence in some clinical skills. Methods: A systematic Structured Clinical Coaching Program (SCCP) for a large cohort of Year 1 students was developed, providing explicit learning objectives for both students and paid generalist clinical tutors. It incorporated ongoing multi-source formative assessment and was evaluated using a case-study methodology, a control-group design, and comparison of formative assessment scores with summative Objective Structured Clinical Examination (OSCE) scores. Results: Students demonstrated a higher level of competence and confidence, and the formative assessment scores correlated with the Research students' summative OSCE scores. SCCP tutors reported greater satisfaction and confidence through knowing what they were meant to teach. At-risk students were identified early and remediated. Discussion: The SCCP ensures consistent quality in the teaching and assessment of all relevant clinical skills of all students, despite large numbers. It improves student and teacher confidence and satisfaction, ensures clinical skills competence, and could replace costly OSCEs.

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Variability in the clinical skills of residents entering training programs in surgery*

Cited by 76 publications

References 18 publications

In-training assessment in an undergraduate clerkship. Feasibility, reliability, effect on learning environment

In-training assessment in an undergraduate clerkship. Feasibility, reliability, effect on learning environment

Strabismus surgery learning for Ophthalmology residents of university service

Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction

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