BACKGROUND: Concerns about the achievement of surgical proficiency during residency are increasing. To objectify surgical skills, the Objective Structured Assessment of Technical Skills (OSATS) was developed and proven valid, feasible and reliable for use in laboratory settings. This study aimed to evaluate the value of this tool for intraoperative use. METHODS: Residents were assessed with an OSATS after every procedure they performed as the primary surgeon during a 3-month clinical rotation in gynecological surgery. We mapped individual learning curves (OSATS scores plotted against experience) and established the average procedure-specific learning curve. We used linear mixed models to assess the relation between performance and experience. RESULTS: Nine residents were recruited and 319 OSATS analyzed. Individual learning curves revealed progression beyond 24 of 30 OSATS points for 7 residents. Performance on the average procedure improved with experience, and the OSATS score increased by an average of 1.10 points per assessed procedure (p=0.008, 95% confidence interval 0.44-1.77). Median OSATS scores ranged from 18 to 30 among the 21 assessors. CONCLUSION: Intraoperative implementation of OSATS seems to offer important advantages: structured feedback is facilitated, and learning curves enable insight into individual progression. However, doubts have been raised about the objectivity of the tool. Therefore, caution is warranted in using it for graduation and certification.
BACKGROUND: Concerns about the achievement of surgical proficiency during residency are increasing. To objectify surgical skills, the Objective Structured Assessment of Technical Skills (OSATS) was developed and proven valid, feasible and reliable for use in laboratory settings. This study aimed to evaluate the value of this tool for intraoperative use. METHODS: Residents were assessed with an OSATS after every procedure they performed as the primary surgeon during a 3-month clinical rotation in gynecological surgery. We mapped individual learning curves (OSATS scores plotted against experience) and established the average procedure-specific learning curve. We used linear mixed models to assess the relation between performance and experience. RESULTS: Nine residents were recruited and 319 OSATS analyzed. Individual learning curves revealed progression beyond 24 of 30 OSATS points for 7 residents. Performance on the average procedure improved with experience, and the OSATS score increased by an average of 1.10 points per assessed procedure (p=0.008, 95% confidence interval 0.44-1.77). Median OSATS scores ranged from 18 to 30 among the 21 assessors. CONCLUSION: Intraoperative implementation of OSATS seems to offer important advantages: structured feedback is facilitated, and learning curves enable insight into individual progression. However, doubts have been raised about the objectivity of the tool. Therefore, caution is warranted in using it for graduation and certification.
Authors: Anne-Lise D D'Angelo; Elaine R Cohen; Calvin Kwan; Shlomi Laufer; Caprice Greenberg; Jacob Greenberg; Douglas Wiegmann; Carla M Pugh Journal: Am J Surg Date: 2014-10-22 Impact factor: 2.565
Authors: Felix Nickel; Felix Jede; Andreas Minassian; Matthias Gondan; Jonathan D Hendrie; Tobias Gehrig; Georg R Linke; Martina Kadmon; Lars Fischer; Beat P Müller-Stich Journal: Trials Date: 2014-04-23 Impact factor: 2.279
Authors: Felix Nickel; Julia A Brzoska; Matthias Gondan; Henriette M Rangnick; Jackson Chu; Hannes G Kenngott; Georg R Linke; Martina Kadmon; Lars Fischer; Beat P Müller-Stich Journal: Medicine (Baltimore) Date: 2015-05 Impact factor: 1.889
Authors: Navin Sewberath Misser; Bas van Zaane; Joris E N Jaspers; Hein Gooszen; Johan Versendaal Journal: J Healthc Eng Date: 2018-08-29 Impact factor: 2.682