Defining the need for faculty development in assessment

Susan Steinemann, James Korndorffer, Daniel Dent, James Rucinski, Rachel Williams Newman, Patrice Blair, Linda K. Lupi, Ajit K. Sachdeva

Research output: Contribution to journalArticlepeer-review

Abstract

Background: High-quality workplace-based assessments are essential for competency-based surgical education. We explored education leaders’ perceptions regarding faculty competence in assessment. Methods: Surgical education leaders were surveyed regarding which areas faculty needed improvement, and knowledge of assessment tools. Respondents were queried on specific skills regarding (a)importance in resident/medical student education (b)competence of faculty in assessment and feedback. Results: Surveys (n = 636) were emailed, 103 responded most faculty needed improvement in: verbal (86%) and written (83%) feedback, assessing operative skill (49%) and preparation for procedures (50%). Cholecystectomy, trauma laparotomy, inguinal herniorrhaphy were “very-extremely important” in resident education (99%), but 21–24% thought faculty “moderately to not-at-all” competent in assessment. This gap was larger for non-technical skills. Regarding assessment tools, 56% used OSATS, 49% Zwisch; most were unfamiliar with all non-technical tools. These data demonstrate a significant perceived gap in competence of faculty in assessment and feedback, and unfamiliarity with assessment tools. This can inform faculty development to support competency-based surgical education.

Original languageEnglish (US)
Pages (from-to)679-684
Number of pages6
JournalAmerican journal of surgery
Volume222
Issue number4
DOIs
StatePublished - Oct 2021

Keywords

  • Competency-based surgical education
  • Faculty development in surgery
  • Faculty development needs assessment
  • Surgery residency training

ASJC Scopus subject areas

  • Surgery

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