TY - JOUR
T1 - Defining the need for faculty development in assessment
AU - Steinemann, Susan
AU - Korndorffer, James
AU - Dent, Daniel
AU - Rucinski, James
AU - Newman, Rachel Williams
AU - Blair, Patrice
AU - Lupi, Linda K.
AU - Sachdeva, Ajit K.
N1 - Funding Information:
This project was supported in part by the APDS-ASE Collaborative Grant. Project coordination and staff support was provided by the ACS Division of Education.
Funding Information:
This project was supported in part by the APDS - ASE Collaborative Grant. Project coordination and staff support was provided by the ACS Division of Education.
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/10
Y1 - 2021/10
N2 - 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.
AB - 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.
KW - Competency-based surgical education
KW - Faculty development in surgery
KW - Faculty development needs assessment
KW - Surgery residency training
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U2 - 10.1016/j.amjsurg.2021.06.010
DO - 10.1016/j.amjsurg.2021.06.010
M3 - Article
AN - SCOPUS:85109077058
VL - 222
SP - 679
EP - 684
JO - American Journal of Surgery
JF - American Journal of Surgery
SN - 0002-9610
IS - 4
ER -