Resident self-assessment of operative performance

Ward, M.E.; MacRae, Helen; Schlachta, Christopher M.; Mamazza, Joseph; Poulin, Éric C.; Reznick, Richard K.; Regehr, Glenn

doi:10.1016/s0002-9610(03)00069-2

Cited by 122 publications

(107 citation statements)

References 18 publications

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“…Secondyear residents were better able to evaluate their performance but improved less after benchmark review (r = 0.53 to r = 0.65). 15 More recently Ward et al, 3 also from the Toronto group, identified significant improvements in the ability of residents' ability to assess their own performance after review of their own performance (r = 0.5 increasing to r = 0.63 after review of their own performance); the review of benchmark videotapes did not significantly improve self and examiner assessment correlations (increasing to r = 0.63).…”

Section: The Examiners May Have Marked Too Harshlymentioning

confidence: 98%

“…Evidence for self-assessment in surgery is poor, 2,3 but studies in higher education have shown poor correlations between self and expert assessment. Falchikov and Boud 4 conducted a meta-analysis of 44 self-assessment studies in higher education and found a mean correlation of 0.39 between self and expert assessment with participants generally under-rating their performance.…”

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confidence: 99%

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Self-Assessment of Technical Skill in Surgery: The Need for Expert Feedback

Pandey¹,

Wolfe²,

Black³

et al. 2008

annals

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Ann R Coll Surg Engl 2008; 90: 286-290 286The ability to assess one's own performance critically in surgery is a valuable trait for surgeons throughout training and independent practice. Unfortunately, this remains an underdeveloped skill in surgical training and receives little attention from surgical educators. For trainees, it allows identification of their strengths and, more importantly, weaknesses in their ability, to build upon previous performance and take the necessary remedial action. For surgeons in independent practice, the introduction of new surgical techniques necessitates focused self-assessment.Evidence for self-assessment in surgery is poor, compared self, peer and supervisor ratings with scores on the American Board of Surgery InTraining Examination (ABSITE). The results showed significant correlation between ratings by peers and supervisors (r = 0.92; P < 0.001). The average of peer and supervisor ratings showed a moderate correlation with ABSITE scores (r = 0.58; P < 0.01). Multivariate analysis suggested that supervisors were influenced mainly by the interpersonal skill of the resident and secondarily by their ability. Self-assessment was influenced mainly by the residents' perceptions of their own ability, followed by interpersonal skills and effort.

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Section: The Examiners May Have Marked Too Harshlymentioning

confidence: 98%

mentioning

confidence: 99%

Self-Assessment of Technical Skill in Surgery: The Need for Expert Feedback

Pandey¹,

Wolfe²,

Black³

et al. 2008

annals

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show abstract

“…Consequently, a total of 12 papers were included (Table 3). 7,8,11,12,[16][17][18][19][20][21][22][23] According to our criteria, eight studies (66.7%) found that self-assessment of technical skills is accurate (Table 4). 11,[16][17][18][19][20][21][22] All studies were evidence level 2b.…”

Section: Resultsmentioning

confidence: 92%

“…The self-assessors were categorised according to surgical level in five studies (41.7%) 8,16,17,19,22 and experience level in four (33.3%). 7,11,12,21 The accuracy of self-assessment improved with experience in two studies (16.7%) 11,23 (level 2 recommendation) and with surgical level in one study (8.3%) 22 (level 3 recommendation).…”

Section: Participants Undertaking the Self-assessment Processmentioning

confidence: 99%

Are general surgeons able to accurately self-assess their level of technical skills?

Rizan

Ansell²,

Tilston

et al. 2015

annals

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Introduction Self-assessment is a way of improving technical capabilities without the need for trainer feedback. It can identify areas for improvement and promote professional medical development. The aim of this review was to identify whether selfassessment is an accurate form of technical skills appraisal in general surgery. Methods The PubMed, MEDLINE®, Embase™ and Cochrane databases were searched for studies assessing the reliability of self-assessment of technical skills in general surgery. For each study, we recorded the skills assessed and the evaluation methods used. Common endpoints between studies were compared to provide recommendations based on the levels of evidence. Results Twelve studies met the inclusion criteria from 22,292 initial papers. There was no level 1 evidence published. All papers compared the correlation between self-appraisal versus an expert score but differed in the technical skills assessment and the evaluation tools used. The accuracy of self-assessment improved with increasing experience (level 2 recommendation), age (level 3 recommendation) and the use of video playback (level 3 recommendation). Accuracy was reduced by stressful learning environments (level 2 recommendation), lack of familiarity with assessment tools (level 3 recommendation) and in advanced surgical procedures (level 3 recommendation). Conclusions Evidence exists to support the reliability of self-assessment of technical skills in general surgery. Several variables have been shown to affect the accuracy of self-assessment of technical skills. Future work should focus on evaluating the reliability of self-assessment during live operating procedures.

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“…L'enregistrement vidéo des performances en stage est un exemple de dispositif fréquemment utilisé. Le visionnage peut donner lieu simultanément ou successivement à une auto-évaluation et une rétroaction externe, permettant à l'apprenant de percevoir ses compétences de manière plus exacte [21,22] . La rétroaction peut égale-ment l'aider à intégrer les standards attendus de lui.…”

Section: En Formation Initialeunclassified

L'auto-évaluation : postulat préalable, finalité de la mission éducative ou utopie pédagogique ? Clarifications conceptuelles et pistes pour une application en éducation médicale

2009

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Mots clés :Auto-évaluation ; métacognition ; pédagogie médicale ; formation initiale ; formation continue ; apprentissage auto-dirigé Messages clés• L'auto-évaluation est tenue pour être centrale dans l'apprentissage auto-dirigé et dans la régulation de la pratique.• Le concept d'auto-évaluation recouvre des acceptions plurielles englobant : l'estime de soi et le concept de soi, l'évaluation de ses propres compétences, l'évaluation de soi en action et enfin la régulation métacognitive. Toutes ces notions ont une pertinence en édu-cation médicale.• Lorsqu'elle est examinée d'un point de vue psychométrique (ou métrologique), la capacité d'auto-évaluation des étudiants et des professionnels de santé diplômés se caractérise par une exactitude médiocre. Certains résultats suggèrent par ailleurs que les moins bons éléments ont tendance à se surestimer.• Aucune étude ne documente directement, à ce jour, l'impact de l'auto-évaluation sur : 1) l'identification de besoins d'apprentissage ; 2) l'activité d'apprentissage ; 3) la performance clinique et 4) la santé des patients. Plusieurs hypothèses neuro-psychologiques tendent à conforter la notion que l'exactitude de l'auto-évaluation, lorsqu'elle est comparée à des évaluations externes, est relativement médiocre. Keywords:Self-assessment; metacognition; medical education; undergraduate medical education; continuing professional development; self-directed learning Key messages• Self-assessment is a hot topic in medical education. It is assumed to be central to selfdirected learning and self-regulated practice.• Self-assessment has many facets: from general assessments of self-concept and selfesteem, to assessment of one's competencies, assessment of oneself in action, and metacognitive regulation. All of them are relevant to medical education.• When assessed from a psychometric point of view, the accuracy of students' and doctors'self-assessment appears to be rather weak. Several studies suggest that underperforming subjects tend to overestimate themselves.• There are no valid studies demonstrating that self-assessment has an impact on : 1) educational needs assessment ; 2) learning activity ; 3) clinical performance and 4) patient's health. Neuro-psychological explanations reinforce the finding that self-assessment is inaccurate.• Taken together, these results suggest that the primary goal is to train medical students and graduate practitioners to search for explicit and recurring external feedback and to combine its results with those of self-assessment in order to optimize both their learning activities and their clinical practice.

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Resident self-assessment of operative performance

Cited by 122 publications

References 18 publications

Self-Assessment of Technical Skill in Surgery: The Need for Expert Feedback

Self-Assessment of Technical Skill in Surgery: The Need for Expert Feedback

Are general surgeons able to accurately self-assess their level of technical skills?

L'auto-évaluation : postulat préalable, finalité de la mission éducative ou utopie pédagogique ? Clarifications conceptuelles et pistes pour une application en éducation médicale

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