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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Defining the need for faculty development in assessment.

Susan Steinemann1, James Korndorffer2, Daniel Dent3

  • 1Department of Surgery, University of Hawaii John A. Burns School of Medicine, 651 Ilalo Street, MEB223H, Honolulu, HI, 96813, USA.

American Journal of Surgery
|July 6, 2021
PubMed
Summary
This summary is machine-generated.

Surgical education leaders perceive a gap in faculty competence in assessment and feedback. Faculty development is needed to support competency-based surgical education and improve resident training.

Keywords:
Competency-based surgical educationFaculty development in surgeryFaculty development needs assessmentSurgery residency training

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Area of Science:

  • Medical Education
  • Surgical Training
  • Competency-Based Education

Background:

  • High-quality workplace-based assessments are crucial for competency-based surgical education.
  • Education leaders' perceptions of faculty competence in assessment were explored.

Purpose of the Study:

  • To identify areas where surgical faculty require improvement in assessment and feedback skills.
  • To assess faculty knowledge and utilization of various assessment tools.

Main Methods:

  • A survey was distributed to 636 surgical education leaders, with 103 responding.
  • Respondents reported on the importance of specific skills in resident education and faculty competence in assessment and feedback.

Main Results:

  • Most faculty needed improvement in verbal (86%) and written (83%) feedback, operative skill assessment (49%), and procedure preparation (50%).
  • A significant gap exists in faculty competence for assessing "very-extremely important" surgical procedures (21-24% perceived moderate to no competence).
  • Faculty demonstrated unfamiliarity with non-technical skills assessment tools, despite using tools like OSATS (56%) and Zwisch (49%).

Conclusions:

  • A notable discrepancy exists between the importance of assessment skills and faculty's perceived competence.
  • Targeted faculty development is essential to enhance assessment and feedback skills, supporting competency-based surgical education.