Defining the need for faculty development in assessment.

Autor: Steinemann S; Department of Surgery, University of Hawaii John A. Burns School of Medicine, 651 Ilalo Street, MEB223H, Honolulu, HI, 96813, USA. Electronic address: steine@hawaii.edu., Korndorffer J Jr; Department of Surgery, Stanford University School of Medicine, 300 Pasteur Drive, Stanford, CA, 94305, USA. Electronic address: korndorffer@stanford.edu., Dent D; Department of Surgery, University of Texas Health Science Center at San Antonio, 4502 Medical, San Antonio, TX, 78229, USA. Electronic address: dent@uthscsa.edu., Rucinski J; Department of Surgery, New York-Presbyterian Brooklyn Methodist Hospital, 506 6th Street, Brooklyn, NY, 11215, USA. Electronic address: jar9008@nyp.org., Newman RW; Division of Education, American College of Surgeons, 633 N. Saint Clair Street, Chicago, IL, 60611, USA., Blair P; Division of Education, American College of Surgeons, 633 N. Saint Clair Street, Chicago, IL, 60611, USA., Lupi LK; Division of Education, American College of Surgeons, 633 N. Saint Clair Street, Chicago, IL, 60611, USA., Sachdeva AK; Division of Education, American College of Surgeons, 633 N. Saint Clair Street, Chicago, IL, 60611, USA.
Jazyk: angličtina
Zdroj: American journal of surgery [Am J Surg] 2021 Oct; Vol. 222 (4), pp. 679-684. Date of Electronic Publication: 2021 Jun 24.
DOI: 10.1016/j.amjsurg.2021.06.010
Abstrakt: Background: High-quality workplace-based assessments are essential for competency-based surgical education. We explored education leaders' perceptions regarding faculty competence in assessment.
Methods: Surgical education leaders were surveyed regarding which areas faculty needed improvement, and knowledge of assessment tools. Respondents were queried on specific skills regarding (a)importance in resident/medical student education (b)competence of faculty in assessment and feedback.
Results: Surveys (n = 636) were emailed, 103 responded most faculty needed improvement in: verbal (86%) and written (83%) feedback, assessing operative skill (49%) and preparation for procedures (50%). Cholecystectomy, trauma laparotomy, inguinal herniorrhaphy were "very-extremely important" in resident education (99%), but 21-24% thought faculty "moderately to not-at-all" competent in assessment. This gap was larger for non-technical skills. Regarding assessment tools, 56% used OSATS, 49% Zwisch; most were unfamiliar with all non-technical tools.
Summary: These data demonstrate a significant perceived gap in competence of faculty in assessment and feedback, and unfamiliarity with assessment tools. This can inform faculty development to support competency-based surgical education.
(Copyright © 2021 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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