Leah Furman1, Eliza Beth Littleton2, Christof Kaltenmeier2, Giselle G Hamad2. 1. University of Pittsburgh School of Medicine, 3550 Terrace Street, Pittsburgh, PA, USA. Electronic address: lmf110@pitt.edu. 2. Department of Surgery, University of Pittsburgh School of Medicine, 200 Lothrop Street, Pittsburgh, PA, USA.
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.
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.
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