From novice to master surgeon: improving feedback with a descriptive approach to intraoperative assessment - 20/06/16
, Susannah M. Wyles, M.D., Ph.D. a, Hueylan Chern, M.D. a, Edward Kim, M.D. a, Patricia O'Sullivan, Ed.D. bAbstract |
Background |
A developmental and descriptive approach to assessing trainee intraoperative performance was explored.
Methods |
Semistructured interviews with 20 surgeon educators were recorded, transcribed, deidentified, and analyzed using a grounded theory approach to identify emergent themes. Two researchers independently coded the transcripts. Emergent themes were also compared to existing theories of skill acquisition.
Results |
Surgeon educators characterized intraoperative surgical performance as an integrated practice of multiple skill categories and included anticipating, planning for contingencies, monitoring progress, self-efficacy, and “working knowledge.” Comments concerning progression through stages, broadly characterized as “technician,” “anatomist,” “anticipator,” “strategist,” and “executive,” formed a narrative about each stage of development.
Conclusions |
The developmental trajectory with narrative, descriptive profiles of surgeons working toward mastery provide a standardized vocabulary for communicating feedback, while fostering reflection on trainee progress. Viewing surgical performance as integrated practice rather than the conglomerate of isolated skills enhances authentic assessment.
Le texte complet de cet article est disponible en PDF.Keywords : Assessment, Feedback, Skill, Surgical education, Intraoperative development, Teaching
Plan
| The authors declare no conflicts of interest. |
Vol 212 - N° 1
P. 180-187 - juillet 2016 Retour au numéro
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