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Related Experiment Video

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The Development and Implementation of New Assessment Tools for the Surgical Clerkship Rotation.

Mila Kolar1, Eleni Katsoulas1, Ayca Toprak1

  • 1Queen's University.

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|December 13, 2023
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Summary

New rubrics with behavioral anchors enhance feedback quality for undergraduate medical students during surgery clerkships. This innovation improves assessment consistency and provides concrete data for targeted student development.

Keywords:
Assessment toolClerkshipRubric

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Area of Science:

  • Medical Education
  • Surgical Training
  • Assessment and Evaluation

Background:

  • Transitioning to competency-based medical education (CBME) requires robust assessment tools.
  • Existing feedback mechanisms in undergraduate surgery clerkships may lack quality and consistency.
  • Alignment between undergraduate medical education (UGME) and post-graduate medical education (PGME) assessment tools can improve faculty buy-in.

Purpose of the Study:

  • To develop and implement novel behavior-anchored rubrics for assessing medical students in a surgery clerkship.
  • To improve the quality, consistency, and timeliness of feedback provided to students.
  • To align UGME assessment tools with PGME assessment tools for a smoother transition.

Main Methods:

  • Development of two new rubrics with explicit behavioral anchors for surgery clerkship assessment.
  • Creation of a complementary ambulatory clinic encounter card.
  • Pilot testing of the new assessment process with iterative revisions based on stakeholder feedback.

Main Results:

  • The new rubrics and encounter card significantly improved the quality and consistency of mid- and final-rotation feedback.
  • Behavioral anchors provided concrete, descriptive information for targeted student feedback.
  • Faculty preceptors and students experienced more timely and actionable feedback.

Conclusions:

  • Behavior-anchored rubrics are effective tools for enhancing feedback in undergraduate surgical education.
  • This innovation supports the transition to competency-based medical education by improving assessment practices.
  • The developed tools facilitate clear articulation of student competency levels and areas for development.