The Impact of Resident- and Self-Evaluations on Surgeon’s Subsequent Teaching Performance

• Published in: World journal of surgery 2014-11, Vol.38 (11), p.2761-2769
• Main Authors: Boerebach, Benjamin C. M., Arah, Onyebuchi A., Heineman, Maas Jan, Busch, Olivier R. C., Lombarts, Kiki M. J. M. H.
• Format: Article
• Language: English
• Subjects: Abdominal Surgery; Cardiac Surgery; Cohort Studies; Evaluation Period; Female; General Surgery; General Surgery - education; Humans; Internship and Residency; Knowledge of Results (Psychology); Medicine; Medicine & Public Health; Professional Competence; Residency Training Program; Resident Evaluation; Subsequent Performance; Surgeons; Surgery; Teaching; Teaching Performance; Thoracic Surgery; Vascular Surgery
• ISSN: 0364-2313; 1432-2323
• DOI: 10.1007/s00268-014-2655-3

Background This study evaluates how residents’ evaluations and self-evaluations of surgeon’s teaching performance evolve after two cycles of evaluation, reporting, and feedback. Furthermore, the influence of over- and underestimating own performance on subsequent teaching performance was investigated. Methods In a multicenter cohort study, 351 surgeons evaluated themselves and were also evaluated by residents during annual evaluation periods for three subsequent years. At the end of each evaluation period, surgeons received a personal report summarizing the residents’ feedback. Changes in each surgeon’s teaching performance evaluated on a five-point scale were studied using growth models. The effect of surgeons over- or underestimating their own performance on the improvement of teaching performance was studied using adjusted multivariable regressions. Results Compared with the first (median score: 3.83, 20th to 80th percentile score: 3.46–4.16) and second (median: 3.82, 20th to 80th: 3.46–4.14) evaluation period, residents evaluated surgeon’s teaching performance higher during the third evaluation period (median: 3.91, 20th to 80th: 3.59–4.27), p