Procedure-based assessments in trauma and orthopaedic training--The trainees' perspective

Area of Science:

• Medical Education
• Surgical Training
• Orthopaedic Surgery

Background:

• Procedure-based assessments (PBAs) are integral to surgical training.
• Understanding trainee perceptions of PBAs is crucial for optimizing their educational value.
• Trauma and Orthopaedic (T&O) training relies on effective workplace-based assessments.

Purpose of the Study:

• To assess T&O trainees' attitudes towards PBAs.
• To identify factors influencing the perceived educational benefit of PBAs.
• To inform strategies for improving PBA effectiveness in surgical education.

Main Methods:

• A nationwide online questionnaire survey was distributed to T&O trainees in the UK.
• Data from 616 trainees were analyzed using online survey software.
• The study included an initial pilot phase to refine the questionnaire.

Main Results:

• 53% of trainees found PBAs useful for feedback delivery.
• 61% of trainees acknowledged barriers to successful PBA implementation.
• Completing PBAs during procedures and receiving quality feedback significantly enhanced perceived practice improvement (p < 0.001).
• The number of PBAs completed did not correlate with improved practice (p = 0.26).
• Significant geographical variation in PBA utilization was observed.

Conclusions:

• This is the first national study on T&O trainee perceptions of PBAs.
• Timely completion and quality feedback are critical for maximizing PBA educational impact.
• Findings offer insights into improving workplace-based assessments in surgical training.