A Shift on the Horizon: A Systematic Review of Assessment Tools for Plastic Surgery Trainees

McKinnon, Victoria; Kalun, Portia; McRae, Mark; Sonnadara, Ranil; Fahim, Christine

doi:10.1097/prs.0000000000004586

Cited by 10 publications

(10 citation statements)

References 64 publications

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“…57,59 Finally, studies consistently identified the necessity of rigorously implementing WBA on a larger scale (i.e., across multiple specialties or institutions) to collect larger sets of data and study broader educational, clinical, and cost outcomes. 75,167–171…”

Section: Resultsmentioning

confidence: 99%

Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review

2021

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Workplace-based assessment (WBA) serves a critical role in supporting competency-based medical education (CBME) by providing assessment data to inform competency decisions and support learning. Many WBA systems have been developed, but little is known about how to effectively implement WBA. Filling this gap is important for creating suitable and beneficial assessment processes that support large-scale use of CBME. As a step toward filling this gap, the authors describe what is known about WBA implementation and use to identify knowledge gaps and future directions. Method The authors used Arksey and O'Malley's 6-stage scoping review framework to conduct the review, including: (1) identifying the research question; (2) identifying relevant studies; (3) study selection; (4) charting the data; (5) collating, summarizing, and reporting the results; and (6) consulting with relevant stakeholders.

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Section: Resultsmentioning

confidence: 99%

Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review

2021

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Section: Discussionmentioning

confidence: 99%

“…70 Numerous reviews discussed assessment tools used in plastic surgery of various skill sets calling for further research into their correlation to clinical practice and further development. 76,77 Generally, skill sets can be divided into technical (psychomotor), and nontechnical (cognitive and affective), and training on cognitive skills should precede or be combined with training 129e on psychomotor skills to accelerate their learning. 37,42,78,79 This accelerates technical skills acquisition by decreasing the learner's cognitive load and facilitating the cognitive phase of skill learning.…”

Section: Design and Developmentmentioning

confidence: 99%

Toward Competency-Based Training: To What Extent Are We Competency-Based?

Al-Halabi

Bilgiç

Vassiliou

et al. 2021

Plastic &Amp; Reconstructive Surgery

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Background: Time-based training models in plastic surgery vary in exposure, resulting in low confidence levels among graduates. The evolution of postgraduate medical education into a competency-based model to address these issues requires an understanding of interventions described in the plastic surgery literature to identify gaps and guide creation of assessments to demonstrate competence. Methods: A systematic search of the MEDLINE, Embase, Cumulative Index to Nursing and Allied Health Literature, PubMed, and Cochrane databases from inception until December of 2017 was conducted using search terms and synonyms of educational interventions reported in plastic surgery. Full texts were retrieved following filtering and data extracted were related to intervention design and execution, involvement of competency assessment, and educational objectives and alignment to Accreditation Council for Graduate Medical Education competencies and Royal College of Physicians and Surgeons of Canada Canadian Medical Education Directives for Specialists roles. Study quality was assessed using Kirkpatrick's levels of learning evaluation, validity evidence, and the Medical Education Research Study Quality Instrument score. Results: Of the initial 4307 results, only 36 interventions met the inclusion criteria. Almost all interventions aligned to medical knowledge and patient care Accreditation Council for Graduate Medical Education competencies. One-fifth of the interventions involved no assessment of competency, whereas most displayed assessment at the level of design as opposed to outcomes. Quality assessment revealed low levels of learning evaluation and evidence of validity; the average Medical Education Research Study Quality Instrument score was 10.9 of 18. Conclusion: A systematic review of educational literature in plastic surgery was conducted to assess the quality of reported educational interventions, and to help guide creating tools that ensure competency acquirement among trainees.

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“…14 McKinnon et al have reviewed the myriad of technical and nontechnical competency measurement tools specifically studied with plastic surgery residents. 15 At Johns Hopkins University, residents and faculty both rated residents on “operative entrustability” using a web-based tool completed after each surgery. Using these ratings, the CCC was able to significantly reduce the amount of time spent reviewing each resident.…”

Section: Responsibilitiesmentioning

confidence: 99%

Clinical Competency Committees in Plastic Surgery Residency

Blau

Atia

Powers

2021

Plastic and Reconstructive Surgery - Global Open

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Background: Clinical competency committees (CCCs) are now an Accreditation Council on Graduate Medical Education (ACGME) requirement for plastic surgery training programs. They serve to monitor resident progress and make formal recommendations to program directors on promotion, remediation, and dismissal, based on resident progress toward the curricular milestones. Methods: Here, we present an overview on building, conducting, and improving a CCC, reviewing the literature available regarding best practices regarding this novel assessment system, with attention to the particular requirements for plastic surgery training. Results: We present the results of the Duke University CAQCC as a case study in the efficacy of a well-executed group in terms of improved resident outcomes, particularly regarding In-service Examination scores as an objective measure. Conclusions: Rather than simply serving as a necessary ACGME dictum, the CCC has the opportunity to demonstrably improve resident education. This article is valuable for department leaders, program directors, faculty, and residents toward understanding the purpose and design of their CCC.

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A Shift on the Horizon: A Systematic Review of Assessment Tools for Plastic Surgery Trainees

Cited by 10 publications

References 64 publications

Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review

Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review

Toward Competency-Based Training: To What Extent Are We Competency-Based?

Clinical Competency Committees in Plastic Surgery Residency

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