Self versus external assessment for technical tasks in surgery: a narrative review

Area of Science:

• Medical Education
• Surgical Training
• Professional Development

Background:

• Self-assessment is crucial for health professional development.
• Existing research shows poor agreement between self and external assessments for cognitive tasks.
• The agreement for technical tasks in surgery remains under-explored.

Purpose of the Study:

• To systematically review and compare self-assessment with external assessment for technical tasks in surgery.
• To identify factors influencing the agreement between self and external evaluations in surgical skills.

Main Methods:

• Comprehensive literature search of MEDLINE, ERIC, and Google Scholar (1960-2011).
• Inclusion of English, peer-reviewed studies on technical tasks in surgical specialties.
• Involved medical students, residents, fellows, or practicing surgeons.

Main Results:

• 17 studies were reviewed, with 53% reporting agreement between self and external assessments.
• Agreement varied, with some studies showing higher self-assessment scores.
• Factors improving agreement included higher training levels, quality feedback, and video review.

Conclusions:

• The agreement between self and external assessment for surgical technical tasks is inconsistent.
• Future research should refine study designs, consider gender differences, and ensure valid external assessments.
• Improving self-assessment accuracy is vital for effective surgical continuing professional development.