Leah Furman, Eliza Beth Littleton, Christof Kaltenmeier, Giselle G. Hamad
ABSTRACT
Background: The purpose of this study was to investigate the feasibility of a simulated teaching activity as an assessment of surgical knowledge and teaching competencies.
Methods: In this prospective observational study, 15 residents and 1 fellow in the Department of Surgery watched three video clips of laparoscopic cholecystectomies and provided feedback to a participant learner. Qualitative and statistical analysis identified differences in surgical knowledge and teaching strategies.
Results: As compared to senior trainees, junior trainees were more likely to speculate on the learner’s actions (p = 0.033), identify which actions looked correct (p = 0.028), and speculate more on the learner’s thoughts (p = 0.02). Senior trainees noted case difficulty more frequently (p = 0.028), identified more actions that looked incorrect (p = 0.004), and speculated more about the learner’s emotions (p = 0.033).
Conclusions: A simulated teaching scenario successfully assessed operative and teaching competencies, suggesting a novel assessment method.
Epub pending in American Journal of Surgery