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Comprehensive Multicenter Graduate Surgical Education Initiative Incorporating Entrustable Professional Activities,

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Implementing structured educational models significantly improved surgical resident feedback and self-reflection. This study enhanced the quality and frequency of performance assessments, boosting resident engagement in their surgical education.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Quality Improvement Methodologies

Background:

  • Effective faculty teaching and timely, formative feedback are crucial for surgical trainee development.
  • A multicenter study was initiated to enhance resident evaluation processes and educational engagement.

Purpose of the Study:

  • To improve surgical resident evaluative processes.
  • To enhance faculty teaching and resident learning behaviors.
  • To increase resident engagement in their own education.

Main Methods:

  • Utilized the perioperative briefing, intraoperative teaching, debriefing model for operative performance and entrustable professional activities for academic performance.
  • Employed a web-based platform for assessments across 7 US postgraduate training programs.
  • Applied the Plan, Do, Check, Act (PDCA) methodology for iterative improvements based on feedback and data analysis.

Main Results:

  • Preoperative briefing and postoperative debriefing rates significantly increased (p < 0.001).
  • Resident self-reflection improved from 28.6% to 67.4% (p < 0.001).
  • The number of assessments per resident and overall assessments submitted increased substantially, with a 4-fold rise in rated resident activities.

Conclusions:

  • Adoption of educational models and PDCA cycles enhanced learning objectives and assessment quality.
  • Demonstrated increased frequency, detail, and timeliness of resident performance assessments.
  • Successfully sustained improvements in surgical education through a team-based approach and continuous monitoring.