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Related Experiment Video

Updated: Dec 26, 2025

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Work-Based Assessments in Higher General Surgical Training Program: A Mixed Methods Study Exploring Trainers' and

Kamal Raj Aryal1,2, Chelise Currow3, Sarah Downey4

  • 1Department of General Surgery, James Paget University Hospital, Great Yarmouth, United Kingdom.

Surgery Journal (New York, N.Y.)
|March 12, 2020
PubMed
Summary
This summary is machine-generated.

Work-based assessments (WBAs) in surgical training are underutilized, with trainees perceiving lower value than trainers. Key improvements include dedicated time, enhanced trainer-trainee interaction, and better feedback mechanisms for effective formative development.

Keywords:
case-based discussionclinical evaluation exercisesdirect observation of procedural skillsprocedure-based assessmentssurgery trainingwork-based assessments

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Area of Science:

  • Medical Education
  • Surgical Training
  • Assessment Methods

Background:

  • Work-based assessments (WBAs) are integral to the UK's Higher General Surgical Training Program (HGSTP).
  • Current use may not align with intended formative development goals, lacking studies on perceptions and barriers.
  • This study addresses the gap by exploring trainer and trainee views on WBA utility and challenges.

Purpose of the Study:

  • To investigate trainer and trainee perceptions of WBA usefulness in HGSTP.
  • To identify barriers hindering effective WBA implementation.
  • To propose strategies for improving WBAs in surgical training.

Main Methods:

  • A mixed-methods approach combining online surveys and semi-structured interviews.
  • Phase I: Online surveys distributed to 83 trainers and 104 trainees (33% and 37% response rates).
  • Phase II: Thematic analysis of interviews with 5 trainers and 5 trainees.

Main Results:

  • A significant portion of trainees (53%) perceived low value in WBAs for formative development, compared to 15% of trainers.
  • Procedure-based assessments (PBAs) were rated most useful by both groups (52% trainers, 74% trainees).
  • Barriers included lack of time, 'tick-box' mentality, and insufficient face-to-face interaction; thematic analysis revealed issues with validation, engagement, and feedback quality.

Conclusions:

  • WBAs are not optimally utilized for their intended formative purpose in HGSTP.
  • Trainers' perceptions of educational impact (Kirkpatrick levels 1 & 2) are more optimistic than trainees'.
  • Enhancements require increased time allocation, improved trainer training, more direct feedback, and better trainer-trainee engagement.