The Current Evidence for Defining and Assessing Effectiveness of Surgical Educators: A Systematic Review
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SCIENTIFIC REVIEW
The Current Evidence for Defining and Assessing Effectiveness of Surgical Educators: A Systematic Review Karen J. Dickinson1 • Barbara L. Bass2 • Kevin Y. Pei1
Ó Socie´te´ Internationale de Chirurgie 2020
Abstract Background Surgical educator effectiveness is valued but lacks an operational definition. Clearly defining attributes consistent with effective surgical educators allows for the development of professional activities directed to nurture these qualities. Our aim was to identify the literature defining qualities of an effective surgical educator, and tools to measure effectiveness. Methods We searched PubMed, Medline, Scopus and Academic Search Complete for English language articles from 1 July 2009–1 July 2019. Two reviewers screened all abstracts for relevance and read full text of selected articles to identify included studies. Inclusion criteria were description/definition of an effective surgical educator or description of assessment/measurement of effectiveness in surgical educators. Data extracted included: study design, participants, definition/description of qualities of an effective surgical educator, qualitative or quantitative methods to assess surgical educators. Results Initial search identified 8086 articles. Of these, 2357 articles were excluded as duplicates and 5729 abstracts screened with 5638 excluded due to irrelevance. Full text review was performed for 91 articles to assess eligibility, 23 met inclusion criteria. The majority (74%) did not clearly define an effective surgical educator. Themes from six studies that determined important qualities include: communication, leadership skills, professionalism, respect, positive learning climate, and brief-intraoperative teaching-debrief model. One validated assessment tool was identified. Conclusions There is little published work defining or assessing effective surgical educators. Establishment of a positive learning climate and excellent communicationskills continue to be important qualities that define surgical educator effectiveness.
Introduction
Presented at the Annual Academic Surgical Congress February 4–6th 2020, Florida. & Karen J. Dickinson [email protected] 1
Department of Surgery, Houston Methodist Hospital, 6565 Fannin Street, Houston, TX 77030, USA
2
George Washington University School of Medicine and Health Sciences, Washington, D.C., USA
Unlike training of surgical skills, which incorporates experiential learning, frequent and continuous assessment, and opportunities for improvement, we rarely formally assess and modulate resident and faculty teaching effectiveness. Most faculty are appointed and promoted through the academic structure based on vague assessments such as ‘‘excellent teacher’’ or ‘‘national reputation in teaching.’’ Lack of objective assessment is likely due to, in part, the challenges associated with describing or defining an
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World J Surg
effective surgical educator and identifying qualities that constitute effectiveness. Furthermore, there has been increasing
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