Defining the need for faculty development in assessment. Academic Article uri icon

Overview

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. SUMMARY: 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.

publication date

  • June 24, 2021

Research

keywords

  • Competency-Based Education
  • Educational Measurement
  • Faculty, Medical
  • General Surgery
  • Professional Competence
  • Staff Development

Identity

Scopus Document Identifier

  • 85109077058

Digital Object Identifier (DOI)

  • 10.1016/j.amjsurg.2021.06.010

PubMed ID

  • 34226039

Additional Document Info

volume

  • 222

issue

  • 4