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Comparing Faculty and Trainee Evaluators of First-Year Resident Skills
Rachel L McCaffrey1, Kyle Cassling1, Mario Davidson2
1Department of Surgery, Vanderbilt University Medical Center, Nashville, Tennessee.
Journal of Surgical Education
|January 3, 2024
Summary
Senior residents can effectively evaluate procedural skills, showing agreement with faculty assessments in simulation training. However, their evaluations of interpersonal and communication skills showed less agreement with faculty.
Area of Science:
- Medical Education
- Surgical Training
- Competency-Based Assessment
Background:
- Resident training is shifting towards a competency-based model, necessitating innovative evaluation methods.
- Faculty typically assess resident performance in simulation, but senior residents often supervise first-year residents in clinical practice.
- This study investigates the potential role of senior residents as evaluators in a competency-based curriculum.
Purpose of the Study:
- To determine if senior residents' assessments of first-year resident skills align with faculty assessments.
- To explore the agreement between senior resident and faculty evaluators in assessing key resident competencies.
- To assess the feasibility of incorporating senior residents into the evaluation process for a competency-based curriculum.
Main Methods:
- A single-institution study at Vanderbilt University Medical Center involving anesthesia and surgery interns and faculty.
- Evaluations were conducted using an overall assessment (OA) for central line placement, informed consent, and breaking bad news simulations.
- Agreement between faculty and senior resident assessors was analyzed using kappa statistics.
Main Results:
- Strong agreement was found between faculty and senior resident assessors for central line placement simulation (κ = 0.43).
- Agreement was less substantial for interpersonal skills simulations: informed consent (κ = 0.08) and breaking bad news (κ = 0.07).
- Faculty and senior residents provided comparable scores for procedural skills but differed more on communication skills.
Conclusions:
- Senior residents are comparable to faculty in evaluating procedural competencies during simulation.
- There is less agreement between senior residents and faculty when assessing interpersonal and communication skills.
- Senior residents can be incorporated as evaluators for procedural skills within a competency-based medical education framework.
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