Observations on multi-generational interactions in academic surgical practice and education

Herbella, Fernando A. M.; Velanovich, Vic

doi:10.1590/1806-9282.65.2.105

Cited by 3 publications

(1 citation statement)

References 10 publications

(1 reference statement)

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“…72 Lastly, because departments are now composed of multigenerational faculty, comfort with new technology, questioning the status quo, or understanding what constitutes a true reward (e.g., time vs money or monetary amount) may be varied across a single group. 73,74 Departmental leaders must understand the composition of their target audience and that the same incentives may not motivate each of their faculty in the same way. Motivation is a complex concept that consists of multiple competing factors, 75 with self-determination theory highlighting both intrinsic (e.g., personal desire) and extrinsic (e.g., rewards, punishment) motivation.…”

Section: Discussionmentioning

confidence: 99%

Education Value Units in Medical Education: A Scoping Review

Gottlieb

Regan

Jordan³

et al. 2022

Academic Medicine

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Purpose On the basis of the tripartite mission of patient care, research, and education, a need has arisen to better support faculty in non-revenue-generating activities, such as education. As a result, some programs have developed education value unit (EVU) systems to incentivize these activities. The purpose of this scoping review is to analyze the existing literature on EVUs to identify current structures and future directions for research. Method The authors conducted a literature search of 5 databases without restrictions, searching for any articles on EVU systems published from database inception to January 12, 2022. Two authors independently screened articles for inclusion. Two authors independently extracted data and all authors performed quantitative and qualitative synthesis, consistent with best practice recommendations for scoping reviews. Results Fifty-eight articles were included. The most common rationale was to incentivize activities prioritized by the department or institution. Of those reporting funding, departmental revenue was most common. The majority of EVU systems were created using a dedicated committee, although composition of the committees varied. Stakeholder engagement was a key component for EVU system development. Most EVU systems also included noneducational activities, such as clinical activities, scholarship activities, administrative or leadership activities, and citizenship. Incentive models varied widely but typically involved numeric- or time-based quantification. EVUs were generally seen as positive, having increased equity and transparency as well as a positive impact on departmental metrics. Conclusions This scoping review summarizes the existing literature on EVU systems, providing valuable insights for application to practice and areas for future research.

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Section: Discussionmentioning

confidence: 99%

Education Value Units in Medical Education: A Scoping Review

Gottlieb

Regan

Jordan³

et al. 2022

Academic Medicine

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The rise and fall of esophageal function tests. Comment on: Taft et al. Initial assessment of medical post‐traumatic stress among patients with chronic esophageal diseases

Herbella

Katayama

Patti

et al. 2023

Neurogastroenterology Motil

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Validation of the Objective Structured Assessment of Technical Skill in Brasil

Campos

Oliveira

Assis

et al. 2020

Rev. Assoc. Med. Bras.

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SUMMARY BACKGROUND The aim of this study was to perform a cross-cultural adaptation of the Objective Structured Assessment of Technical Skill (OSATS) tool into Brazilian Portuguese and to determine its reproducibility and validity in Brasil. METHODS A Brazilian Portuguese version of OSATS was created through a process of translation, back-translation, expert panel evaluation, pilot testing, and then its validation. For the construct and the concurrent validities, twelve participants were divided into a group of six experts and six novices, who had to perform tasks on a simulation model using human placentas. Each participant was filmed, and two blinded raters would then evaluate their performance using the traditional subjective method and then the Brazilian Portuguese version of OSATS. RESULTS The Brazilian Portuguese version of OSATS had the face, content, construct, and concurrent validities achieved. The average experts’ score and standard deviations were 34 and 0.894, respectively, for Judge 1 and 34.33 and 0.816 for Judge 2. In the case of novices, it was 13.33 and 2.388 for Judge 1 and 13.33 and 3.204 for Judge 2. The concordance between the judges was evident, with the Correlation Coefficient (Pearson) of 0.9944 with CI 95% between 0.9797 and 0.9985, with p < 10-10, evidencing the excellent reproducibility of the instrument. CONCLUSION This preliminary study suggests that the Brazilian Portuguese version of OSATS can reliably and validly assess surgical skills in Brasil.

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Observations on multi-generational interactions in academic surgical practice and education

Cited by 3 publications

References 10 publications

Education Value Units in Medical Education: A Scoping Review

Education Value Units in Medical Education: A Scoping Review

The rise and fall of esophageal function tests. Comment on: Taft et al. Initial assessment of medical post‐traumatic stress among patients with chronic esophageal diseases

Validation of the Objective Structured Assessment of Technical Skill in Brasil

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