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Using Concurrent Complication Reporting to Evaluate Resident Critical Thinking and Enhance Adult Learning.

Katie Carsky1, David Rindskopf2, Vihas M Patel3

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Summary
This summary is machine-generated.

A new reporting system quantifies surgical residents' critical thinking skills, showing improvement with experience. This tool aids in identifying individual weaknesses and strengths for targeted development.

Keywords:
Knowles’ principlesadult learningandragogycomplication reportingresident critical thinking

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Area of Science:

  • Medical Education
  • Surgical Training
  • Healthcare Quality Improvement

Background:

  • Assessing critical thinking in surgical residents is challenging.
  • Traditional morbidity and mortality reporting has limitations in evaluating analytical skills.
  • A need exists for a quantifiable method to track cognitive development in residency.

Purpose of the Study:

  • To design and implement a HIPAA-compliant system for assessing residents' critical thinking.
  • To longitudinally evaluate the development of critical thinking skills in surgical residents.
  • To identify specific domains of cognitive strength and weakness in resident performance.

Main Methods:

  • Developed a secure electronic platform for weekly adverse outcome reporting.
  • General surgery residents (PGY 1-5) critiqued 1932 surgical cases over 4 years.
  • Utilized a standardized critique algorithm, with faculty review and graded feedback.

Main Results:

  • Residents excelled in identifying ACGME competencies and Clavien-Dindo scores.
  • Significant improvement was observed in recording data for error identification (p < 0.00001).
  • Senior residents consistently outperformed junior residents across all assessed domains.

Conclusions:

  • An electronic critique algorithm effectively measures residents' critical thinking skills.
  • Feedback and progressive experience correlate with improved performance.
  • The system allows for individualized assessment and potential enhancement of M&M conferences.