Learning to teach: A novel method for assessing surgical trainees’ teaching and operative knowledge - 13/03/21
, Eliza Beth Littleton b, Christof Kaltenmeier b, Giselle G. Hamad bAbstract |
Background |
The purpose of this study was to investigate the feasibility of a simulated teaching activity as an assessment of surgical knowledge and teaching competencies.
Methods |
In this prospective observational study, 15 residents and 1 fellow in the Department of Surgery watched three video clips of laparoscopic cholecystectomies and provided feedback to a participant learner. Qualitative and statistical analysis identified differences in surgical knowledge and teaching strategies.
Results |
As compared to senior trainees, junior trainees were more likely to speculate on the learner’s actions (p = 0.033), identify which actions looked correct (p = 0.028), and speculate more on the learner’s thoughts (p = 0.02). Senior trainees noted case difficulty more frequently (p = 0.028), identified more actions that looked incorrect (p = 0.004), and speculated more about the learner’s emotions (p = 0.033).
Conclusions |
A simulated teaching scenario successfully assessed operative and teaching competencies, suggesting a novel assessment method.
Le texte complet de cet article est disponible en PDF.Highlights |
• | Becoming an effective teacher is a general surgery residency milestone. |
• | Teaching demonstrates both surgical competencies and teaching skills. |
• | Simulated teaching can assess changes in teaching and knowledge competencies. |
Plan
Vol 221 - N° 2
P. 345-350 - février 2021 Retour au numéro
Article précédent
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- Jesse K. Kelley, Niki Matusko, Jonathan Finks, Karla Robinson, Rishindra M. Reddy
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