From novice to master surgeon: improving feedback with a descriptive approach to intraoperative assessment

Abstract 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....

Full description

Saved in:
Bibliographic Details
Published in:The American journal of surgery 2016-07, Vol.212 (1), p.180-187
Main Authors: Huang, Emily, M.D., M.A.Ed, Wyles, Susannah M., M.D., Ph.D, Chern, Hueylan, M.D, Kim, Edward, M.D, O'Sullivan, Patricia, Ed.D
Format: Article
Language:English
Subjects:
Academic Medical Centers
Assessment
California
Clinical Competence
Codes
Cognition & reasoning
Curriculum
Dissection
Education
Education, Medical, Graduate - methods
Feedback
Female
Formative Feedback
Grounded Theory
Hospitals
Humans
Internship and Residency
Interviews
Interviews as Topic
Intraoperative Care - methods
Intraoperative development
Male
Narration
Qualitative Research
Researchers
Skill
Skills
Studies
Surgeons - education
Surgery
Surgical education
Teachers
Teaching
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Abstract 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.
ISSN:0002-9610
1879-1883
DOI:10.1016/j.amjsurg.2015.04.026