Reflections on current methods for evaluating skills during joint replacement surgery

Abstract

Valid and reliable techniques for assessing performance are essential to surgical education, especially with the emergence of competency-based frameworks. Despite this, there is a paucity of adequate tools for the evaluation of skills required during joint replacement surgery. In this scoping review, we examine current methods for assessing surgeons' competency in joint replacement procedures in both simulated and clinical environments. The ability of many of the tools currently in use to make valid, reliable and comprehensive assessments of performance is unclear. Furthermore, many simulation-based assessments have been criticised for a lack of transferability to the clinical setting. It is imperative that more effective methods of assessment are developed and implemented in order to improve our ability to evaluate the performance of skills relating to total joint replacement. This will enable educators to provide formative feedback to learners throughout the training process to ensure that they have attained core competencies upon completion of their training. This should help ensure positive patient outcomes as the surgical trainees enter independent practice.

Analisis Kualitas Tes dan Butir Soal Integral pada Evaluasi Formatif Matematika Teknik

“…Sejalan dengan (Mardapi, 2017) yang menjelaskan bahwa tes formatif bertujuan untuk memperoleh masukan tentang tingkat keberhasilan pelaksanaan proses pembelajaran dan memperbaiki strategi pembelajaran. Melalui umpan balik formatif, dapat meningkatkan pembelajaran dengan membantu mahasiswa melacak kemajuan belajarnya, menargetkan pengajaran dan sumber daya untuk kebutuhan mahasiswa, serta mengidentifikasi mahasiswa yang membutuhkan dukungan ekstra sejak dini (Sonnadara et al, 2013).…”

Enhancing Formative Feedback in Orthopaedic Training: Development and Implementation of a Competency-Based Assessment Framework

“…4 Formative feedback has been identified as "one of the most powerful influences on learning", 5 as it can enhance learning by helping learners track their progress, target teaching and resources to learners' needs, and identify learners who need extra support early on. 6 Despite its theoretical benefits, Hattie and Timperley 5 note that in practice, it takes a great deal of skill to deliver feedback effectively, and not all educators are good at doing this. For example, Ahmed et al 7 found that feedback given to surgical trainees is often minimal, given in less than 50% of cases, and when it is given, the feedback is typically unidirectional and nonspecific, making it ineffective in providing learners with concrete strategies on how to improve.…”

Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

“…Simulation-based training allows trainees to practice skills in a low-pressure environment, without risk to patients, and allows trainees to make and learn from mistakes before they occur in surgery [13]. Previous research has shown that simulation can be highly effective for learning technical and nontechnical surgical skills [3,4,9,[14][15][16][17] and that the skills learned can transfer to clinical settings [5].…”