Assessing the technical skills of surgical trainees

Beard, Jonathan; Jolly, Brian; Newble, David; Thomas, WEG; Donnelly, J.; Southgate, Lesley

doi:10.1002/bjs.4951

Cited by 123 publications

(109 citation statements)

References 13 publications

(14 reference statements)

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“…Good correlation has been found between video and live assessment [8]. In our study, both investigators who performed video assessment of group 1 students had good agreement when the overall mean scores were compared.…”

Section: Discussionsupporting

confidence: 61%

A Randomized Controlled Trial to Compare e-Feedback Versus “Standard” Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill

Al-Jundi

Elsharif

Anderson

et al. 2017

Journal of Surgical Education

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Section: Discussionsupporting

confidence: 61%

A Randomized Controlled Trial to Compare e-Feedback Versus “Standard” Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill

Al-Jundi

Elsharif

Anderson

et al. 2017

Journal of Surgical Education

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“…51,52 There is also evidence that trainees find checklists helpful both for training and for informing feedback. 53 Therefore, the roles of checklists and global ratings are complementary within performance-based assessment. 6.…”

Section: Performance-based Assessmentmentioning

confidence: 99%

“…Dual assessments using separate task analysis and global ratings may be time consuming to perform, but each method may have different roles. 53 Global ratings seem useful when assessing more complex operations, especially when there is more than one method of performing the task correctly, or when assessing experts for the purposes of certification or revalidation. Task analysis checklists provide a trainee with detailed instructions and feedback of how to undertake the operation in an approved way.…”

Section: Direct Observation In the Operating Theatrementioning

confidence: 99%

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

Beard

Marriott²,

Purdie³

et al. 2011

Health Technol Assess

100

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How to obtain copies of this and other HTA programme reports An electronic version of this title, in Adobe Acrobat format, is available for downloading free of charge for personal use from the HTA website (www.hta.ac.uk). A fully searchable DVD is also available (see below).Printed copies of HTA journal series issues cost £20 each (post and packing free in the UK) to both public and private sector purchasers from our despatch agents.Non-UK purchasers will have to pay a small fee for post and packing. For European countries the cost is £2 per issue and for the rest of the world £3 per issue. How to order:-fax (with credit card details) -post (with credit card details or cheque) -phone during office hours (credit card only).Additionally the HTA website allows you to either print out your order or download a blank order form. Contact details are as follows:Synergie UK (HTA Department) Digital House, The Loddon Centre Wade Road Basingstoke Hants RG24 8QW Email: orders@hta.ac.uk Tel: 0845 812 4000 -ask for 'HTA Payment Services' (out-of-hours answer-phone service) Fax: 0845 812 4001 -put 'HTA Order' on the fax header Payment methods Paying by chequeIf you pay by cheque, the cheque must be in pounds sterling, made payable to University of Southampton and drawn on a bank with a UK address.Paying by credit card You can order using your credit card by phone, fax or post. SubscriptionsNHS libraries can subscribe free of charge. Public libraries can subscribe at a reduced cost of £100 for each volume (normally comprising 40-50 titles). The commercial subscription rate is £400 per volume (addresses within the UK) and £600 per volume (addresses outside the UK). Please see our website for details. Subscriptions can be purchased only for the current or forthcoming volume.How do I get a copy of HTA on DVD?Please use the form on the HTA website (www.hta.ac.uk/htacd/index.shtml). HTA on DVD is currently free of charge worldwide.The website also provides information about the HTA programme and lists the membership of the various committees. HTAAssessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology NIHR Health Technology Assessment programmeThe Health Technology Assessment (HTA) programme, part of the National Institute for Health Research (NIHR), was set up in 1993. It produces high-quality research information on the effectiveness, costs and broader impact of health technologies for those who use, manage and provide care in the NHS. 'Health technologies' are broadly defined as all interventions used to promote health, prevent and treat disease, and improve rehabilitation and long-term care. The research findings from the HTA programme directly influence decision-making bodies such as the National Institute for Health and Clinical Excellence (NICE) and the National Screening Committee (NSC). HTA findings also help to improve the quality of clinical practice in the NHS indirectly in that they form a key component of the 'National Knowledge Service' . The HTA program...

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“…There are also cadaveric animal models, so called 'biomodels' available that are closer to reality. The use of them provides opportunity to learn, practice and refine in situ preparative jobs, techniques and movements 7,[10][11][12][13][14][15] . In our teaching program plastic and biomodels are used during "Basic Surgical Techniques" education and during the consecutive elective courses for teaching suturing and knotting techniques [16][17][18] .…”

mentioning

confidence: 99%

How does practice improve the skills of medical students during consecutive training courses?

et al. 2017

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Purpose: To follow-up the development of medical students in taking a stitch using two different bench models, and to assess their performance with regards to gender, handedness, prior recreational activities and interest in surgery. Methods: The study was performed during the compulsory basic (n=152) and the consecutive elective course (n=27). Students took simple interrupted stitches into synthetic and biopreprate models in the classroom and in the operating room. The time needed for that was measured and the quality was scored, using an OSATS (Objective Structured Assessment of Technical Skill) checklist that had been adapted to our training programs. Results: Students' performance improved both in time and quality during classes, over the course and compared basic to the elective course, too. No significant difference was found in relation to gender and handedness but certain recreational activities and special interest in surgery led to better results. Operating room environment had a slight negative effect on students' performance. Conclusion:The study could provide objective skill assessment, monitoring has revealed deficiencies and influencing factors. Objective feedback, valid and reliable assessment is important in teaching surgical skills. In addition it may contribute to higher surgical safety later on in the clinical practice.

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Assessing the technical skills of surgical trainees

Cited by 123 publications

References 13 publications

A Randomized Controlled Trial to Compare e-Feedback Versus “Standard” Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill

A Randomized Controlled Trial to Compare e-Feedback Versus “Standard” Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill

Assessing the surgical skills of trainees in the operating theatre: a prospective observational study of the methodology

How does practice improve the skills of medical students during consecutive training courses?

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