Jeannie MacDonald1, Reed G Williams, David A Rogers. 1. Department of Surgery, Southern Illinois University School of Medicine, PO Box 19638, Springfield, IL 62794-9638, USA. macdp@hotmail.com
Abstract
BACKGROUND: Simulation-based training provides minimal feedback and relies heavily on self-assessment. Research has shown medical trainees are poor self-assessors. The purpose of this study was to examine trainees' ability to self-assess technical skills using a simulation-trainer. METHODS: Twenty-one medical students performed 10 repetitions of a simulated task. After each repetition they estimated their time and errors made. These were compared with the simulator data. RESULTS: Task time (P < 0.0001) and errors made (P < 0.0001) improved with repetition. Both self-assessment curves reflected their actual performance curves (P < 0.0001). Self-assessment of time did not improve in accuracy (P = 0.26) but error estimation did (P = 0.01) when compared with actual performance. CONCLUSIONS: Novices demonstrated improved skill acquisition using simulation. Their estimates of performance and accuracy of error estimation improved with repetition. Clearly, practice enhances technical skill self-assessment. These results support the notion of self-directed skills training and could have significant implications for residency training programs.
BACKGROUND: Simulation-based training provides minimal feedback and relies heavily on self-assessment. Research has shown medical trainees are poor self-assessors. The purpose of this study was to examine trainees' ability to self-assess technical skills using a simulation-trainer. METHODS: Twenty-one medical students performed 10 repetitions of a simulated task. After each repetition they estimated their time and errors made. These were compared with the simulator data. RESULTS: Task time (P < 0.0001) and errors made (P < 0.0001) improved with repetition. Both self-assessment curves reflected their actual performance curves (P < 0.0001). Self-assessment of time did not improve in accuracy (P = 0.26) but error estimation did (P = 0.01) when compared with actual performance. CONCLUSIONS: Novices demonstrated improved skill acquisition using simulation. Their estimates of performance and accuracy of error estimation improved with repetition. Clearly, practice enhances technical skill self-assessment. These results support the notion of self-directed skills training and could have significant implications for residency training programs.
Authors: Johnathon M Aho; Raaj K Ruparel; Elaina Graham; Benjamin Zendejas-Mummert; Stephanie F Heller; David R Farley; Juliane Bingener Journal: J Surg Educ Date: 2015-03-26 Impact factor: 2.891
Authors: Gabriel E Herrera-Almario; Katherine Kirk; Veronica T Guerrero; Kwonho Jeong; Sara Kim; Giselle G Hamad Journal: Am J Surg Date: 2015-10-17 Impact factor: 2.565