Reflections in a time of transition: orthopaedic faculty and resident understanding of accreditation schemes and opinions on surgical skills feedback

• Published in: Medical education online 2016-01, Vol.21 (1), p.30584-8
• Main Authors: Gundle, Kenneth R., Mickelson, Dayne T., Hanel, Doug P.
• Format: Article
• Language: English
• Subjects: Academic Medical Centers; Accreditation; Accreditation - standards; Arthritis; Audits; Clinical Competence - standards; Communication; competency; Core competencies; Desire; Educational Measurement; Faculty, Medical - standards; Familiarity; Feedback; Health education; Humans; Internship and Residency - standards; Knowledge; Likert scale; Medical education; Medical residencies; Next Accreditation System; Orthopedic Procedures - education; Orthopedic Procedures - standards; Orthopedic surgery; Paradigms; Patient safety; Perception; qualitative analysis; Qualitative research; Rotation; Skills; Students, Medical; Surgery; Teaching; Technical skills; Trainees
• ISSN: 1087-2981; 1087-2981
• DOI: 10.3402/meo.v21.30584

Orthopaedic surgery is one of the first seven specialties that began collecting Milestone data as part of the Accreditation Council for Graduate Medical Education's Next Accreditation System (NAS) rollout. This transition from process-based advancement to outcome-based education is an opportunity to assess resident and faculty understanding of changing paradigms, and opinions about technical skill evaluation. In a large academic orthopaedic surgery residency program, residents and faculty were anonymously surveyed. A total of 31/32 (97%) residents and 29/53 (55%) faculty responded to Likert scale assessments and provided open-ended responses. An internal end-of-rotation audit was conducted to assess timeliness of evaluations. A mixed-method analysis was utilized, with nonparametric statistical testing and a constant-comparative qualitative method. There was greater familiarity with the six core competencies than with Milestones or the NAS (p