Learning to teach: A novel method for assessing surgical trainees' teaching and operative knowledge

Am J Surg. 2021 Feb;221(2):345-350. doi: 10.1016/j.amjsurg.2020.10.018. Epub 2020 Nov 5.

Abstract

Background: The purpose of this study was to investigate the feasibility of a simulated teaching activity as an assessment of surgical knowledge and teaching competencies.

Methods: In this prospective observational study, 15 residents and 1 fellow in the Department of Surgery watched three video clips of laparoscopic cholecystectomies and provided feedback to a participant learner. Qualitative and statistical analysis identified differences in surgical knowledge and teaching strategies.

Results: As compared to senior trainees, junior trainees were more likely to speculate on the learner's actions (p = 0.033), identify which actions looked correct (p = 0.028), and speculate more on the learner's thoughts (p = 0.02). Senior trainees noted case difficulty more frequently (p = 0.028), identified more actions that looked incorrect (p = 0.004), and speculated more about the learner's emotions (p = 0.033).

Conclusions: A simulated teaching scenario successfully assessed operative and teaching competencies, suggesting a novel assessment method.

Publication types

  • Observational Study
  • Video-Audio Media

MeSH terms

  • Academic Medical Centers
  • Adolescent
  • Cholecystectomy, Laparoscopic / education
  • Cholecystectomy, Laparoscopic / standards
  • Clinical Competence*
  • Formative Feedback
  • General Surgery / education*
  • General Surgery / standards
  • Humans
  • Internship and Residency / methods*
  • Internship and Residency / standards
  • Learning*
  • Prospective Studies
  • Simulation Training
  • Teaching / education*
  • Video Recording
  • Young Adult