Plastic & Reconstructive Surgery:
Assessment of Resident Microsurgical Skill Using an Online Video System
Taylor, Nate Wetter M.D.; Webb, Kelli M.D.; Neumeister, Michael W. M.D.; Bueno, Reuben A. Jr M.D.
Institute for Plastic and Reconstructive Surgery, Southern Illinois University School of Medicine, Springfield, Ill.
Presented at the Midwestern Association of Plastic Surgeons Annual Meeting, April 21, 2012.
Correspondence to Dr. Bueno, Division of Plastic Surgery, Southern Illinois University School of Medicine, P.O. Box 19653, Springfield, Ill. 62794-9653, firstname.lastname@example.org
Assessment and documentation of surgical skill are becoming increasingly more important in competency-based residency training as accreditation of training programs moves toward a milestones curriculum.1,2 Simulation in the skills laboratory allows development of skill and achievement of milestones in a setting less demanding than in the operating room, with less consequence from technical error and potential harm to patients.3,4 Faculty will need to serve as evaluators in assessing trainee skill and achievement of surgical milestones and providing meaningful feedback as residents gain progressive responsibility in surgical procedures. Video recording of resident performance in a surgical skills laboratory allows faculty to evaluate resident surgical performance at any time without having to be present.5 Uploading the recordings to a host site allows online access from any location. A system that allows simultaneous viewing of the recorded performance and completion of an evaluation form would increase convenience and efficiency for faculty evaluators. This article describes the development of a Web-based video system for assessment of microsurgical skill during residency training (Fig. 1).
In order to meet the demands of duty hour restrictions and patient safety, acquisition of surgical skills outside the operating room through simulation in a skills laboratory will play an increasingly large role in residency training.3 Simulation during surgical resident training has the benefit of developing and improving skill without putting patient safety at risk.3,4 Video recording of resident performance in a specific technical skill provides accurate assessment and meaningful feedback to both the trainee and the evaluator.5
While faculty may support the use of video recordings to assess proficiency in a specific skill, the potential inconvenience of accessing those recordings and lack of time efficiency in evaluating and documenting the performance may be barriers to timely completion of evaluations by faculty. The video assessment system described allows the following: (1) online access, so video recordings can be viewed by faculty at any time and from any location, at the faculty’s convenience; (2) ability to skip to critical points in the recorded performance; (3) simultaneous viewing of performance and completion of the evaluation form from the same screen; and (4) low cost, with use of an institutional server for video storage and a free response service. The potential uses of this type of system in residency training include verifying proficiency for specific technical skills in a simulated meaningful feedback of performance for both learner and teacher, and documenting achievement of a technical milestone during training.
The authors have no financial interest to declare in relation to the content of this article.
This work was supported by Plastic Surgery Foundation grant award 200948.
Nate Wetter Taylor, M.D.
Kelli Webb, M.D.
Michael W. Neumeister, M.D.
Reuben A. Bueno, Jr., M.D.
Institute for Plastic and Reconstructive Surgery
Southern Illinois University School of Medicine
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3. Reznick RK, MacRae H. Teaching surgical skills: Changes in the wind. N Engl J Med. 2006;355:2664–2669
4. Tavakol M, Mohagheghi MA, Dennick R. Assessing the skills of surgical residents using simulation. J Surg Educ. 2008;65:77–83
5. Laeeq K, Infusino S, Lin SY, et al. Video-based assessment of operative competency in endoscopic sinus surgery. Am J Rhinol Allergy. 2010;24:234–237
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