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Updated: May 16, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Training faculty in nontechnical skill assessment: national guidelines on program requirements.

Louise Hull¹, Sonal Arora, Nicholas R A Symons

¹Department of Surgery and Cancer, Imperial College London, St Mary's Campus, London, United Kingdom. l.hull@imperial.ac.uk

Annals of Surgery

|December 11, 2012

Summary

Guidelines were developed for training faculty in surgical nontechnical skill assessment. This program ensures surgeons receive expert training in crucial operating room skills for enhanced patient safety.

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Last Updated: May 16, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

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Published on: February 13, 2020

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Surgical Education
Patient Safety
Nontechnical Skills Assessment

Background:

Nontechnical skills are vital for operating room patient safety.
Faculty are essential for teaching and assessing these skills in surgical contexts.
Current guidelines for faculty training in surgical nontechnical skill assessment are lacking.

Framework:

A multidisciplinary approach involving clinicians and psychologists/human factors specialists is recommended for faculty training.
Consensus was reached on target faculty, proficiency, and revalidation requirements.
Seven core training content elements and eight evaluation methods for "train-the-trainers" programs were identified.

Implementation:

A three-stage process was used: literature review, expert interviews, and an Expert Consensus Panel (ECP) Delphi approach.
The ECP facilitated consensus on essential training components and assessment strategies.
The developed guidelines provide a framework for creating and evaluating faculty training programs.

Implications:

These evidence-based guidelines can standardize faculty education in nontechnical skills assessment.
Adoption of these guidelines can expedite the development of surgical expertise.
This initiative supports the delivery of safe and high-quality surgical patient care.