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Feedback and Assessment Methods in Microsurgery Education: A Scoping Review
Muhammad Yaseen Abbas1, Justin Haas2, Elena Huang1
1Michael G DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada.
Journal of Reconstructive Microsurgery
|May 21, 2025
Summary
This review highlights the variety of microsurgery feedback and assessment methods, noting a gap in structured approaches. Standardized feedback is crucial for improving trainee satisfaction and surgical outcomes.
Area of Science:
- Medical Education
- Surgical Training
- Microsurgery Techniques
Background:
- Microsurgery demands specialized training and feedback for effective skill development.
- Inconsistent feedback and assessment methods can negatively impact trainee satisfaction and surgical performance.
- A scoping review was conducted to analyze existing feedback and assessment strategies in microsurgery education.
Purpose of the Study:
- To systematically review and synthesize the literature on feedback and assessment methods used in microsurgery training.
- To identify common practices, tools, and challenges in evaluating microsurgical skills.
- To inform the development of more effective educational strategies in microsurgery.
Main Methods:
- A comprehensive search of Medline, EMBASE, ERIC, and Web of Science databases was performed.
- Studies on microsurgery trainee feedback and/or assessment were included, with data extraction on study characteristics and methods.
- Quantitative studies were critically appraised using the Medical Education Research Study Quality Instrument (MERSQI).
Main Results:
- 99 studies were included, with a significant increase in publications since 2015, primarily in plastic surgery, neurosurgery, and ophthalmology.
- Assessment methods were discussed in 90% of articles, focusing on microvascular anastomosis using various models (ex vivo, chicken, rat).
- Global Rating Scales (GRSs) were common (73%), alongside checklists and device-derived metrics, assessing parameters like suture placement and dexterity. Real-time verbal feedback was prevalent (80%), but structured feedback methods were absent.
Conclusions:
- A diverse range of feedback and assessment methods exist for microsurgery, with GRSs remaining popular and device-derived metrics gaining traction.
- A notable disparity exists between formal assessment tools and informal feedback practices.
- The absence of standardized, structured feedback protocols presents a significant barrier to effective microsurgical education and skill progression.
