Self‐assessment of Skills by Surgeons and Anesthesiologists After a Trauma Surgery Masterclass

Abstract

Background In the Netherlands, each year a three-day international multidisciplinary trauma masterclass is organized to provide the knowledge and skills needed to care for critically injured trauma patients. This study was designed to longitudinally evaluate the effect of the course on participant's self-assessment of their own ability and confidence to perform general and specific skills. Methods Between 2013 and 2016, all participants were invited to complete a questionnaire before and during followup. Participants were asked to self-assess their level of confidence to perform general skills (communication, teamwork, leadership) and specific skills. Mean scores were calculated, and mixed models were used to evaluate correlation. Results We asked 265 participants to participate. Response rate was 64% for the pre-questionnaire, 63% for the postquestionnaire and for 3 months, 1 year and 2 years, respectively, 40%, 30%, 20%. The surgical group showed a statistically significant increase in self-assessed confidence for general skills (3.82-4.20) and specific technical skills (3.01-3.83; p \ 0.001). In the anesthetic group, self-assessed confidence increased significantly in general skills (3.72-4.26) and specific technical skills (3.33-4.08; p \ 0.001). For both groups statistical significance remained during follow-up. Conclusions This study demonstrated a sustained positive effect of a dedicated multidisciplinary trauma training curriculum on participant's self-assessed confidence to perform both general and specific technical skills necessary for the care of injured patients. Given the known association between confidence and competence, these findings provide evidence that dedicated trauma training curricula can provide positive lasting results. Level of evidence This is a basic science paper and therefore does not require a level of evidence.

Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace

“…Teams are able to practice essential interprofessional communication and collaborative skills, and explore their professional role and responsibility [ 32 , 33 ]. Short-term learning effects of IPE acute care simulation training are favorable in many studies, including increased confidence after interprofessional training [ 16 – 18 , 21 , 34 , 35 ]. However, the long-term retention of learned abilities and their effect on the behaviors of students in the clinical setting are often not measured.…”

“…In a study by Data et al teamwork skills improved after two simulation scenario’s during ten months, showing an increase in teamwork compared with baseline [ 36 ]. Another study on self-assessed confidence in the improvement of technical skills after an interprofessional training reported declining confidence three to five year after the training [ 34 ]. Optimal interprofessional training may therefore be best organized in yearly or half yearly episodes, resulting in increased knowledge and skills and retaining learned abilities.…”

Self-efficacy and application of skills in the workplace after multidisciplinary trauma masterclass participation: a mixed methods survey and interview study

“…Background characteristics were collected together with quantitative ratings of the participants' confidence in various technical (e.g., performing a surgical airway) and nontechnical (e.g., communication, leadership, and teamwork) skills measured on a 5-point Liker scale (1 fully incompetent -5 fully competent), see Online Resource 1 DSATC self-efficacy questionnaire. The included skill items were based on course content, expert opinion, and a previously conducted similar questionnaire [8,10]. Other than expert review by trauma and educational specialists, and its previous application, this questionnaire was not further validated [8,10].…”

“…Various courses have been developed to provide alternative training opportunities in trauma care, beyond the basic principles of the Advanced Trauma Life Support (ATLS). The Advanced Surgical Skills for Exposure in Trauma (ASSET), Advanced Trauma Operative Management (ATOM), Definitive Surgical and Anesthetic Trauma Care (DSTC and DATC), and Norwegian trauma courses have demonstrated a correlation with greater trauma skills and self-efficacy levels [8][9][10][11][12][13]. However, the educational rationale on how these teaching formats enhance domainspecific skills and self-efficacy in the workplace has been insufficiently explored.…”

Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace

“…In a study by Data et al teamwork skills improved after two simulation scenario's during ten months, showing an increase in teamwork compared with baseline [33]. Another study on self-assessed con dence in the improvement of technical skills after an interprofessional training reported declining con dence three to ve year after the training [31]. Optimal interprofessional training may therefore be best organized in yearly or half yearly episodes, resulting in increased knowledge and skills and retaining learned abilities.…”