La próxima mejora para las evaluaciones basadas en procedimientos quirúrgicos: imágenes de vídeo clínicas

Introduction Video recording to teach and assess both technical and non-technical skills is well-established within medical education. Trainees' clinical and practical competencies are evaluated using procedure-based assessments (PBAs). However, there is limited research describing how these PBAs truly reflect trainee performance. Objectives We sought to quantify timing and consultant involvement in PBA completion among orthopaedic trainees, explore trainees' views on intraoperative video for reflection and PBA completion, and summarise key medico-legal and ethical considerations for routine intraoperative recording in the UK. Method We surveyed orthopaedic trainees in the East of England Deanery, United Kingdom. This is a pilot study to highlight the limitations of current systems of PBAs and to explore the potential utility of videos in PBAs. The survey was developed as a pilot by the authors of the study with the consultation of the senior author and pretested amongst the trainees of one hospital before the actual survey was distributed. A six-item questionnaire was then sent out to all trainees of the deanery in online and paper form during face-to-face deanery teaching and to email addresses recorded with the deanery. The responses were recorded and collated directly in the case of paper forms and via a reliable survey platform for the online responses.  Results The survey response rate was 75% (55/73). Thirty-three trainees (60%) felt that current PBAs do not allow them to highlight their strengths and weaknesses, 48 (87%) felt that retrospective access to a video recording would aid reflective practice, and 39 (71%) felt it would assist with PBA completion. Twenty-seven trainees (49%) reported not completing their PBAs with their consultant. Conclusion This paper highlights potential limitations in existing forms of trainee assessment and feedback. We suggest using trainees' clinical footage to evaluate skills and performance and enhance feedback in PBAs, which has resonated well with trainees, the intended beneficiary. We discuss in detail the medicolegal implications of cameras in operative training, with possible limitations to their adoption in current practice. While video has potential educational value, further research is required to evaluate practical, legal, and educational impacts before widespread implementation.