Defining the need for faculty development in assessment

• Published in: The American journal of surgery 2021-10, Vol.222 (4), p.679-684
• Main Authors: Steinemann, Susan, Korndorffer, James, Dent, Daniel, Rucinski, James, Newman, Rachel Williams, Blair, Patrice, Lupi, Linda K., Sachdeva, Ajit K.
• Format: Article
• Language: English
• Subjects: Cholecystectomy; Competency-based surgical education; Directors; Education; Faculty development in surgery; Faculty development needs assessment; Feedback; Focus groups; Laparoscopy; Leadership; Medical education; Medical students; Polls & surveys; Quality assessment; Skills; Surgeons; Surgery; Surgery residency training; Teaching methods; Trauma
• ISSN: 0002-9610; 1879-1883
• DOI: 10.1016/j.amjsurg.2021.06.010

High-quality workplace-based assessments are essential for competency-based surgical education. We explored education leaders’ perceptions regarding faculty competence in assessment. Surgical education leaders were surveyed regarding which areas faculty needed improvement, and knowledge of assessment tools. Respondents were queried on specific skills regarding (a)importance in resident/medical student education (b)competence of faculty in assessment and feedback. Surveys (n = 636) were emailed, 103 responded most faculty needed improvement in: verbal (86%) and written (83%) feedback, assessing operative skill (49%) and preparation for procedures (50%). Cholecystectomy, trauma laparotomy, inguinal herniorrhaphy were “very-extremely important” in resident education (99%), but 21–24% thought faculty “moderately to not-at-all” competent in assessment. This gap was larger for non-technical skills. Regarding assessment tools, 56% used OSATS, 49% Zwisch; most were unfamiliar with all non-technical tools. These data demonstrate a significant perceived gap in competence of faculty in assessment and feedback, and unfamiliarity with assessment tools. This can inform faculty development to support competency-based surgical education. •There is a perceived gap in faculty competence in skills assessment and feedback.•The gap exists for essential technical skills and is larger for non-technical skills.•Many surgical education leaders are unfamiliar with assessment tools.•Faculty development is needed to enable competency-based surgical education.•Specific high-yield skills were identified for faculty development efforts.