Procedure-based assessments in trauma and orthopaedic training--The trainees' perspective

Autor:	Mike R. Reed, Alistair Hunter, Emily J. Baird
Rok vydání:	2014
Předmět:	Male Medical education Formative Feedback business.industry Trainer Perspective (graphical) Internship and Residency General Medicine United Kingdom Education Orthopedics Medicine Humans Female Clinical Competence Educational Measurement business Physician's Role
Zdroj:	Medical teacher. 37(5)
ISSN:	1466-187X
Popis:	The study aimed to gain an understanding of the attitudes of trauma and orthopaedic (TO) trainees regarding procedure-based assessments (PBAs) and identify factors that influence any perceived educational benefit.A questionnaire was emailed to all TO trainees in the UK via an established e-mail communication tool after an initial pilot exercise. The data were analysed using the online survey software.Of the 616 trainees included 53% found PBAs useful as a learning tool for delivery of feedback. Trainees agreed that there were barriers to the successful use of PBAs (61%). Completing the PBA at the time of the procedure (p 0.001) and the trainer delivering quality feedback with PBAs (p 0.001) significantly increased the number of trainees perceiving an improvement in their practice. Completing higher numbers of PBAs did not have this effect (p = 0.26). There was wide geographical variation in the use of PBAs by trainees.This is the first nationwide study offering a deeper insight into factors influencing TO trainees' perceptions of the educational benefit gained from using PBAs. This study informs the debate on how to improve the effective use of PBAs in TO training, and generally, of workplace-based assessments in surgical training.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::569a81ed40d7055555fa34981598dfb7 https://pubmed.ncbi.nlm.nih.gov/25186849 Zobrazit plný text záznamu