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Quality of dictated feedback associated with SIMPL operative assessments of pediatric surgical trainees
SIMPL is a workplace-based operative performance assessment tool which allows for dictated feedback (DF). To better understand the value of DF, we sought to characterize the type and quality of DF generated during SIMPL evaluations. Thematic analysis of DF from SIMPL assessments between June 2017 an...
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| Published in: | The American journal of surgery 2021-02, Vol.221 (2), p.303-308 |
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| Main Authors: | , , , , |
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| container_end_page | 308 |
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| container_title | The American journal of surgery |
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| creator | Zendejas, Benjamin Toprak, Ayca Harrington, Amanda W. Lillehei, Craig W. Modi, Biren P. |
| description | SIMPL is a workplace-based operative performance assessment tool which allows for dictated feedback (DF). To better understand the value of DF, we sought to characterize the type and quality of DF generated during SIMPL evaluations.
Thematic analysis of DF from SIMPL assessments between June 2017 and December 2018 at a single pediatric surgery fellowship program was performed. Comments were categorized as specific, encouraging or corrective. Categories were combined to determine DF quality as effective, mediocre or ineffective.
Of 781 SIMPL assessments (21 faculty, 5 trainees), 451 (57%) had DF. Most comments were encouraging (93%) and specific (65%). Only 21% were corrective, 17% had entrustment features, and 8% had an explicit learning plan. Feedback quality was deemed mediocre (45%), ineffective (33%) and effective (21%).
SIMPL dictated feedback was mostly encouraging and specific. To improve quality, feedback should incorporate learning plans as well as corrective and entrustment features.
•Dictated feedback from SIMPL assessments is predominantly encouraging and specific•Trainees prefer feedback with learning plans, corrective and entrustment features•Efforts to improve feedback quality from SIMPL assessments are needed•SIMPL rater training should incorporate teaching of effective feedback strategies |
| doi_str_mv | 10.1016/j.amjsurg.2020.10.014 |
| format | article |
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Thematic analysis of DF from SIMPL assessments between June 2017 and December 2018 at a single pediatric surgery fellowship program was performed. Comments were categorized as specific, encouraging or corrective. Categories were combined to determine DF quality as effective, mediocre or ineffective.
Of 781 SIMPL assessments (21 faculty, 5 trainees), 451 (57%) had DF. Most comments were encouraging (93%) and specific (65%). Only 21% were corrective, 17% had entrustment features, and 8% had an explicit learning plan. Feedback quality was deemed mediocre (45%), ineffective (33%) and effective (21%).
SIMPL dictated feedback was mostly encouraging and specific. To improve quality, feedback should incorporate learning plans as well as corrective and entrustment features.
•Dictated feedback from SIMPL assessments is predominantly encouraging and specific•Trainees prefer feedback with learning plans, corrective and entrustment features•Efforts to improve feedback quality from SIMPL assessments are needed•SIMPL rater training should incorporate teaching of effective feedback strategies</description><identifier>ISSN: 0002-9610</identifier><identifier>EISSN: 1879-1883</identifier><identifier>DOI: 10.1016/j.amjsurg.2020.10.014</identifier><identifier>PMID: 33051067</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Assessment ; Clinical Competence - standards ; Collaboration ; Employee Performance Appraisal - methods ; Entrustment ; Feedback ; Formative Feedback ; Humans ; Internship and Residency - organization & administration ; Internship and Residency - standards ; Learning ; Narratives ; Pediatrics ; Pediatrics - education ; Pediatrics - standards ; Performance assessment ; Qualitative Research ; Quality ; Quality Improvement ; Specialties, Surgical - education ; Specialties, Surgical - standards ; Surgeons ; Surgery ; Surgical Procedures, Operative - education ; Surgical Procedures, Operative - standards</subject><ispartof>The American journal of surgery, 2021-02, Vol.221 (2), p.303-308</ispartof><rights>2020 Elsevier Inc.</rights><rights>Copyright © 2020 Elsevier Inc. All rights reserved.</rights><rights>2020. Elsevier Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c393t-44cc54938c64504b038bbdf76d85ca0003fb60d2e24a5c34bd8405843081eec63</citedby><cites>FETCH-LOGICAL-c393t-44cc54938c64504b038bbdf76d85ca0003fb60d2e24a5c34bd8405843081eec63</cites><orcidid>0000-0002-1231-5283</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33051067$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Zendejas, Benjamin</creatorcontrib><creatorcontrib>Toprak, Ayca</creatorcontrib><creatorcontrib>Harrington, Amanda W.</creatorcontrib><creatorcontrib>Lillehei, Craig W.</creatorcontrib><creatorcontrib>Modi, Biren P.</creatorcontrib><title>Quality of dictated feedback associated with SIMPL operative assessments of pediatric surgical trainees</title><title>The American journal of surgery</title><addtitle>Am J Surg</addtitle><description>SIMPL is a workplace-based operative performance assessment tool which allows for dictated feedback (DF). To better understand the value of DF, we sought to characterize the type and quality of DF generated during SIMPL evaluations.
Thematic analysis of DF from SIMPL assessments between June 2017 and December 2018 at a single pediatric surgery fellowship program was performed. Comments were categorized as specific, encouraging or corrective. Categories were combined to determine DF quality as effective, mediocre or ineffective.
Of 781 SIMPL assessments (21 faculty, 5 trainees), 451 (57%) had DF. Most comments were encouraging (93%) and specific (65%). Only 21% were corrective, 17% had entrustment features, and 8% had an explicit learning plan. Feedback quality was deemed mediocre (45%), ineffective (33%) and effective (21%).
SIMPL dictated feedback was mostly encouraging and specific. To improve quality, feedback should incorporate learning plans as well as corrective and entrustment features.
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Toprak, Ayca ; Harrington, Amanda W. ; Lillehei, Craig W. ; Modi, Biren P.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c393t-44cc54938c64504b038bbdf76d85ca0003fb60d2e24a5c34bd8405843081eec63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Assessment</topic><topic>Clinical Competence - standards</topic><topic>Collaboration</topic><topic>Employee Performance Appraisal - methods</topic><topic>Entrustment</topic><topic>Feedback</topic><topic>Formative Feedback</topic><topic>Humans</topic><topic>Internship and Residency - organization & administration</topic><topic>Internship and Residency - standards</topic><topic>Learning</topic><topic>Narratives</topic><topic>Pediatrics</topic><topic>Pediatrics - education</topic><topic>Pediatrics - standards</topic><topic>Performance assessment</topic><topic>Qualitative Research</topic><topic>Quality</topic><topic>Quality Improvement</topic><topic>Specialties, Surgical - education</topic><topic>Specialties, Surgical - standards</topic><topic>Surgeons</topic><topic>Surgery</topic><topic>Surgical Procedures, Operative - education</topic><topic>Surgical Procedures, Operative - standards</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Zendejas, Benjamin</creatorcontrib><creatorcontrib>Toprak, Ayca</creatorcontrib><creatorcontrib>Harrington, Amanda W.</creatorcontrib><creatorcontrib>Lillehei, Craig W.</creatorcontrib><creatorcontrib>Modi, Biren P.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Biotechnology Research Abstracts</collection><collection>ProQuest Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Technology Research Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>ProQuest Central</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central</collection><collection>Engineering Research Database</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>PML(ProQuest Medical Library)</collection><collection>ProQuest_Research Library</collection><collection>Research Library (Corporate)</collection><collection>Biotechnology and BioEngineering Abstracts</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>The American journal of surgery</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Zendejas, Benjamin</au><au>Toprak, Ayca</au><au>Harrington, Amanda W.</au><au>Lillehei, Craig W.</au><au>Modi, Biren P.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Quality of dictated feedback associated with SIMPL operative assessments of pediatric surgical trainees</atitle><jtitle>The American journal of surgery</jtitle><addtitle>Am J Surg</addtitle><date>2021-02</date><risdate>2021</risdate><volume>221</volume><issue>2</issue><spage>303</spage><epage>308</epage><pages>303-308</pages><issn>0002-9610</issn><eissn>1879-1883</eissn><abstract>SIMPL is a workplace-based operative performance assessment tool which allows for dictated feedback (DF). To better understand the value of DF, we sought to characterize the type and quality of DF generated during SIMPL evaluations.
Thematic analysis of DF from SIMPL assessments between June 2017 and December 2018 at a single pediatric surgery fellowship program was performed. Comments were categorized as specific, encouraging or corrective. Categories were combined to determine DF quality as effective, mediocre or ineffective.
Of 781 SIMPL assessments (21 faculty, 5 trainees), 451 (57%) had DF. Most comments were encouraging (93%) and specific (65%). Only 21% were corrective, 17% had entrustment features, and 8% had an explicit learning plan. Feedback quality was deemed mediocre (45%), ineffective (33%) and effective (21%).
SIMPL dictated feedback was mostly encouraging and specific. To improve quality, feedback should incorporate learning plans as well as corrective and entrustment features.
•Dictated feedback from SIMPL assessments is predominantly encouraging and specific•Trainees prefer feedback with learning plans, corrective and entrustment features•Efforts to improve feedback quality from SIMPL assessments are needed•SIMPL rater training should incorporate teaching of effective feedback strategies</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>33051067</pmid><doi>10.1016/j.amjsurg.2020.10.014</doi><tpages>6</tpages><orcidid>https://orcid.org/0000-0002-1231-5283</orcidid></addata></record> |
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| ispartof | The American journal of surgery, 2021-02, Vol.221 (2), p.303-308 |
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| source | ScienceDirect Freedom Collection |
| subjects | Assessment Clinical Competence - standards Collaboration Employee Performance Appraisal - methods Entrustment Feedback Formative Feedback Humans Internship and Residency - organization & administration Internship and Residency - standards Learning Narratives Pediatrics Pediatrics - education Pediatrics - standards Performance assessment Qualitative Research Quality Quality Improvement Specialties, Surgical - education Specialties, Surgical - standards Surgeons Surgery Surgical Procedures, Operative - education Surgical Procedures, Operative - standards |
| title | Quality of dictated feedback associated with SIMPL operative assessments of pediatric surgical trainees |
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