Defining the need for faculty development in assessment - 16/09/21
, James Korndorffer b , Daniel Dent c , James Rucinski d , Rachel Williams Newman e, Patrice Blair e, Linda K. Lupi e, Ajit K. Sachdeva eAbstract |
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.
Il testo completo di questo articolo è disponibile in PDF.Highlights |
• | There is a perceived gap in faculty competence in skills assessment and feedback. |
• | The gap exists for essential technical skills and is larger for non-technical skills. |
• | Many surgical education leaders are unfamiliar with assessment tools. |
• | Faculty development is needed to enable competency-based surgical education. |
• | Specific high-yield skills were identified for faculty development efforts. |
Keywords : Faculty development in surgery, Surgery residency training, Competency-based surgical education, Faculty development needs assessment
Mappa
Vol 222 - N° 4
P. 679-684 - ottobre 2021 Ritorno al numero
Articolo precedente
- Invited commentary on: Defining the need for faculty development in assessment
- Nell Maloney Patel, Adnan Alseidi
- Commentary on “Hopes, fears, and rumors: Medical students and the General Surgery Clerkship”
- Courtney Marie Rentas, Grace Kennedy
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