Your browser doesn't support javascript.
How We Do It: Remediation Pathways in a Surgical Simulation Curriculum for Competency Improvement.
Lovasik, Brendan P; Fay, Katherine T; Hinman, Johanna M; Delman, Keith A; Srinivasan, Jahnavi K; Santore, Matthew T.
  • Lovasik BP; Department of Surgery, 1371Emory University, Atlanta, GA, USA.
  • Fay KT; Department of Surgery, 1371Emory University, Atlanta, GA, USA.
  • Hinman JM; Department of Surgery, 1371Emory University, Atlanta, GA, USA.
  • Delman KA; Department of Surgery, 1371Emory University, Atlanta, GA, USA.
  • Srinivasan JK; Department of Surgery, 1371Emory University, Atlanta, GA, USA.
  • Santore MT; Department of Surgery, 1371Emory University, Atlanta, GA, USA.
Am Surg ; 88(8): 1766-1772, 2022 Aug.
Article in English | MEDLINE | ID: covidwho-1932934
ABSTRACT

OBJECTIVE:

Validated assessment of procedural knowledge and skills with formative remediation is a foundational part of achieving surgical competency. High-fidelity simulation programs provide a unique area to assess resident proficiency and independence, as well as to assist in identifying residents in need of further practice. While several studies have validated the use of simulation to attain proficiency of specific technical skills, few have validated remediation pathways for their trainees objectively. In this descriptive analysis, we review 2 remediation pathways within our simulation training curricula and how these are used in assessments of resident proficiency. MATERIALS AND

METHODS:

Two methods of remediation were formulated for use in high-fidelity simulation labs. One remediation pathway was a summative process, where ultimate judgment of resident competency was assessed through intra-operative assessments of a holistic skill set. The second remediation pathway was a formative "coaching" process, where feedback is given at several intervals along the pathway towards a specific technical skills competence. All general surgery residents are enrolled in the longitudinal, simulation curricula.

RESULTS:

Approximately one-third of surgical residents entered into a remediation pathway for either of the high-fidelity simulation curricula. Both residents and faculty expressed support for the summative and formative remediation pathways as constructed. Residents who entered remediation pathways believed it was a beneficial exercise, and the most common feedback was that remediation principles should be expanded to all residents. Interestingly, faculty demonstrated stronger support for the formative coaching feedback model than the summative assessment model.

CONCLUSIONS:

Through the complementary use of both formative and summative remediation pathways, resident competence can be enriched in a constructive, nonpunitive method for self-directed performance improvement. Both trainees and faculty express high satisfaction with programs explicitly organized to ensure that skills are rated through a standardized process.
Subject(s)
Keywords

Full text: Available Collection: International databases Database: MEDLINE Main subject: Remedial Teaching / General Surgery / Simulation Training Limits: Humans Language: English Journal: Am Surg Year: 2022 Document Type: Article Affiliation country: 00031348221083942

Similar

MEDLINE

...
LILACS

LIS


Full text: Available Collection: International databases Database: MEDLINE Main subject: Remedial Teaching / General Surgery / Simulation Training Limits: Humans Language: English Journal: Am Surg Year: 2022 Document Type: Article Affiliation country: 00031348221083942