Reliability, Validity, and Feasibility of the Zwisch Scale for the Assessment of Intraoperative Performance

George, Brian C.; Teitelbaum, Ezra N.; Meyerson, Shari L.; Schuller, Mary C.; DaRosa, Debra A.; Petrusa, Emil; Petito, Lucia; Fryer, Jonathan P.

doi:10.1016/j.jsurg.2014.06.018

Cited by 266 publications

(146 citation statements)

References 10 publications

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“…12 Other initiatives designed to provide opportunities for independence include chief resident clinics and telephone triage systems with formative feedback [13][14][15] These interventions may serve as building blocks for the development and implementation of additional objective measurements of resident ability.…”

Section: Discussionmentioning

confidence: 99%

Progressive Independence in Clinical Training: Perspectives of a National, Multispecialty Panel of Residents and Fellows

Franzone¹,

Kennedy²,

Merritt

et al. 2015

Journal of Graduate Medical Education

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Section: Discussionmentioning

confidence: 99%

Progressive Independence in Clinical Training: Perspectives of a National, Multispecialty Panel of Residents and Fellows

Franzone¹,

Kennedy²,

Merritt

et al. 2015

Journal of Graduate Medical Education

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“…Entrustment decision making-that is, deciding how far to trust trainees to carry out patient care on their ownreflects an attempt to align assessment in the workplace with everyday clinical practice. [8][9][10] It has not been analyzed extensively, perhaps because trust is so natural and tacit during everyday clinical work that its significance may be overlooked. Trusting trainees with clinical work while they progress in their training is a natural course of action.…”

mentioning

confidence: 99%

Entrustment Decision Making in Clinical Training

et al. 2016

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The decision to trust a medical trainee with the critical responsibility to care for a patient is fundamental to clinical training. When carefully and deliberately made, such decisions can serve as significant stimuli for learning and also shape the assessment of trainees. Holding back entrustment decisions too much may hamper the trainee's development toward unsupervised practice. When carelessly made, however, they jeopardize patient safety. Entrustment decision-making processes, therefore, deserve careful analysis.Members (including the authors) of the International Competency-Based Medical Education Collaborative conducted a content analysis of the entrustment decision-making process in health care training during a two-day summit in September 2013 and subsequently reviewed the pertinent literature to arrive at a description of the critical features of this process, which informs this article.The authors discuss theoretical backgrounds and terminology of trust and entrustment in the clinical workplace. The competency-based movement and the introduction of entrustable professional activities force educators to rethink the grounds for assessment in the workplace. Anticipating a decision to grant autonomy at a designated level of supervision appears to align better with health care practice than do most current assessment practices. The authors distinguish different modes of trust and entrustment decisions and elaborate five categories, each with related factors, that determine when decisions to trust trainees are made: the trainee, supervisor, situation, task, and the relationship between trainee and supervisor. The authors' aim in this article is to lay a theoretical foundation for a new approach to workplace training and assessment.

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“…Global Tools: While the Zwisch model can be used as an assessment tool in itself, over the last 20 years many other tools have been developed to specifically measure resident's technical and intraoperative skills (DaRosa et al, 2012;George et al, 2014). While there are at least 13 different tools currently in use, many of them use a global rating scale to assess technical skills of residents.…”

Section: Assessment Toolsmentioning

confidence: 99%

Assessing Surgical Residents; Challenges and Future Options

Sandher¹,

Gibber²

2017

MedEdPublish

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Surgical education has changed significantly since the first formal program was established by William Halstead. Specifically, in the last ten years, surgical education has moved from the popular "See One, Do One, Teach One" model to a competency based model using distinct milestones. While these milestones and competencies have been successfully implemented in many fields, including Otolaryngology, there remains significant problems that need to be addressed. Specifically, the lack of assessment tools able to accurately measure whether trainee surgeons can perform steps or indeed an entire operation is a significant and underreported problem.

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Reliability, Validity, and Feasibility of the Zwisch Scale for the Assessment of Intraoperative Performance

Cited by 266 publications

References 10 publications

Progressive Independence in Clinical Training: Perspectives of a National, Multispecialty Panel of Residents and Fellows

Progressive Independence in Clinical Training: Perspectives of a National, Multispecialty Panel of Residents and Fellows

Entrustment Decision Making in Clinical Training

Assessing Surgical Residents; Challenges and Future Options

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