Current Status of Technical Skills Assessment Tools in Surgery: A Systematic Review

Vaidya, Aashay; Aydın, Abdullatif; Ridgley, Joanne; Raison, Nicholas; Dasgupta, Prokar; Ahmed, Kamran

doi:10.1016/j.jss.2019.09.006

Cited by 41 publications

(33 citation statements)

References 267 publications

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“…Consideramos que, a pesar de ello, los resultados son satisfactorios, ya que la ausencia de fuga y la permeabilidad completa de la anastomosis se logró en el 87.5% de los casos, puesto que si bien la escala OSATS valora el desempeño del alumno mostrado en el respeto por los tejidos, el tiempo y la calidad de los movimientos, el uso de los instrumentos, la planificación del procedimiento y el conocimiento de la técnica, no valora el resultado final (anastomosis). Cabe mencionar que existen numerosas herramientas para evaluar las habilidades y destrezas quirúrgicas; no obstante, tal como reportan Vaidya, et al 11 , la más utilizada es la OSATS a pesar de que no está exenta de cuestionamientos, lo que coincide con lo ya expuesto. En relación con el tiempo para realizar la anastomosis arterial, si bien nuestro trabajo no nos permite evaluar el impacto del entrenamiento en términos de Tabla 5.…”

Section: Discussionunclassified

Entrenamiento vascular intensivo para el cirujano no vascular

Salazar-Alarcón

Valcárcel-Saldaña

Somocurcio-Vílchez

et al. 2021

CIRU

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Introducción: En la mayoría de los servicios de emergencia del Perú no se cuenta con un cirujano vascular, teniendo que resolver los problemas vasculares el cirujano general. Es necesario que los cirujanos generales estén entrenados en el manejo vascular, sobre todo de aquellas condiciones que pueden comprometer la vida. Objetivo: Compartir los resultados del primer curso de cirugía vascular para el cirujano no vascular y el nivel de satisfacción de los alumnos participantes. Método: El curso de entrenamiento utilizó cinco modelos de simulación distribuidos en cinco sesiones prácticas. Al final del curso se evaluó a los alumnos usando la escala OSATS (Objetive Structured Assesment of Technical Skills) y se midió el tiempo de anastomosis arterial; adicionalmente se evaluó el nivel de satisfacción del curso. Resultados: Participaron 12 alumnos, de los cuales ocho cumplieron los criterios de inclusión. La edad media fue de 39.9 años. La calificación OSATS fue de 19 (± 2.1). El tiempo de anastomosis fue de 17.6 (± 7.9) minutos. El nivel de satisfacción global de curso fue de 31.05; no hubo diferencias significativas entre la satisfacción de las diferentes sesiones prácticas (p = 0.85). El alfa de Cronbach de la encuesta fue de 0,96 (excelente). Conclusiones: El curso intensivo de entrenamiento vascular combina diferentes escenarios quirúrgicos basados en la simulación.

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Section: Discussionunclassified

Entrenamiento vascular intensivo para el cirujano no vascular

Salazar-Alarcón

Valcárcel-Saldaña

Somocurcio-Vílchez

et al. 2021

CIRU

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“…Assessment during simulation may include automated simulator matrix, observations tools and motion analysis. In addition, case‐based discussion and multisource feedback can be helpful [27]. In assessing technical skills, OSATS is considered the ‘gold standard’ [28,29].…”

Section: Discussionmentioning

confidence: 99%

Global Assessment of Urological Endoscopic Skills (GAUES): development and validation of a novel assessment tool to evaluate endourological skills

et al. 2020

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Objective To develop and evaluate an assessment tool for endourological skills during simulation including cystoscopy, ureteroscopy (URS) and transurethral resection (TUR) procedures. Methods We designed a Global Assessment of Urological Endoscopic Skills (GAUES) tool, comprised of nine endourology task‐specific and two global‐rating skills items. The tool was developed through two rounds of the Delphi process. The GAUES tool was used to assess acquisition of URS and TUR skills of novices (Year 2 core surgical trainees, CT2) and intermediate level trainees (residents at the start of the UK higher surgical training programme in Urology, Speciality Trainee Year 3, ST3) at the Urology Simulation Boot Camp (USBC) between 2016 and 2018. Validity was evaluated by comparing scores between trainees with different levels of urological experience. Inter‐rater reliability was also assessed. Results We evaluated 130 residents, 52% of trainees were at an intermediate stage of training and 39% were novices. In all, 9% of the anonymous forms were missing demographics. The completion rate of the GAUES tool during the USBC for URS and TUR was 85% and 89%, respectively. Our analysis demonstrated a significant difference in all domains between intermediates and novices at assessment in URS, except for one domain more suited to clinical assessment (P = 0.226). There was excellent intraclass correlation (ICC) overall between the two experts’ judgements, ICC = 0.841 (95% confidence interval 0.767–0.893; P < 0.001, n = 88). Conclusions We have developed the novel GAUES tool for cystoscopic, URS and TUR skills. Overall, we demonstrated good face, content and construct validity and excellent reliability, suggesting that the GAUES tool can be useful for endourological skills assessment.

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“…6 The tool has been previously validated in a wide range of surgical procedures and disciplines with reasonable index of reliability. 6,34,35 Provided feedback was based on the evaluation of each of the 7 competencies in the exact order of OSATS. Suboptimal performance and errors made within a competence were discussed based on an example followed by an explanation for the improvement.…”

Section: Interventionsmentioning

confidence: 99%

Global versus task-specific postoperative feedback in surgical procedure learning

Nazari

Bogomolova

Ridderbos

et al. 2021

Surgery

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Background: Task-specific checklists and global rating scales are both recommended assessment tools to provide constructive feedback on surgical performance. This study evaluated the most effective feedback tool by comparing the effects of the Observational Clinical Human Reliability Analysis (OCHRA) and the Objective Structured Assessment of Technical Skills (OSATS) on surgical performance in relation to the visual-spatial ability of the learners. Methods: In a randomized controlled trial, medical students were allocated to either the OCHRA (n ¼ 25) or OSATS (n ¼ 25) feedback group. Visual-spatial ability was measured by a Mental Rotation Test. Participants performed an open inguinal hernia repair procedure on a simulation model twice. Feedback was provided after the first procedure. Improvement in performance was evaluated blindly using a global rating scale (performance score) and hand-motion analysis (time and path length). Results: Mean improvement in performance score was not significantly different between the OCHRA and OSATS feedback groups (P ¼ .100). However, mean improvement in time (371.0 ± 223.4 vs 274.6 ± 341.6; P ¼ .027) and path length (53.5 ± 42.4 vs 34.7 ± 39.0; P ¼ .046) was significantly greater in the OCHRA feedback group. When stratified by mental rotation test scores, the greater improvement in time (P ¼ .032) and path length (P ¼ .053) was observed only among individuals with low visual-spatial abilities. Conclusion: A task-specific (OCHRA) feedback is more effective in improving surgical skills in terms of time and path length in novices compared to a global rating scale (OSATS). The effects of a task-specific feedback are present mostly in individuals with lower visual-spatial abilities.

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Current Status of Technical Skills Assessment Tools in Surgery: A Systematic Review

Cited by 41 publications

References 267 publications

Entrenamiento vascular intensivo para el cirujano no vascular

Entrenamiento vascular intensivo para el cirujano no vascular

Global Assessment of Urological Endoscopic Skills (GAUES): development and validation of a novel assessment tool to evaluate endourological skills

Global versus task-specific postoperative feedback in surgical procedure learning

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