Self-assessment in simulation-based surgical skills training.

Jeannie MacDonald; Reed G Williams; David A Rogers

doi:10.1016/s0002-9610(02)01420-4

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Self-assessment in simulation-based surgical skills training.

Jeannie MacDonald·Reed G Williams·David A Rogers

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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.

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Clinical Competence Computer Simulation Education, Medical, Undergraduate Educational Technology General Surgery Humans Minimally Invasive Surgical Procedures Models, Theoretical Self-Assessment Self-Evaluation Programs Journal Article Research Support, Non-U.S. Gov't

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Jeannie MacDonald, Reed G Williams, David A Rogers. 2003. Self-assessment in simulation-based surgical skills training.. https://doi.org/10.1016/s0002-9610(02)01420-4

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