gms | German Medical Science

12. Internationales SkillsLab Symposium 2017

31.03. - 01.04.2017, Erlangen

How to face surgical competencies and successful performance in undergraduates

Chirurgische Kompetenzen und erfolgreiches ärztliches Handeln sichtbar machen

Vortrag

  • corresponding author presenting/speaker Eva Schönefeld - Universitäsklinikum Münster, Medizinische Fakultät, Münster, Germany
  • author Helmut Ahrens - Universitäsklinikum Münster, Medizinische Fakultät, Münster, Germany
  • author Britta Brouwer - Universitäsklinikum Münster, Medizinische Fakultät, Münster, Germany
  • author Anike Hertel-Waszak - Universitäsklinikum Münster, Medizinische Fakultät, Münster, Germany
  • author Thomas Geldmacher - Universitäsklinikum Münster, Medizinische Fakultät, Münster, Germany
  • author Bernhard Marschall - Universitäsklinikum Münster, Medizinische Fakultät, Münster, Germany

12. Internationales SkillsLab Symposium 2017. Erlangen, 31.03.-01.04.2017. Düsseldorf: German Medical Science GMS Publishing House; 2017. DocV02-01

doi: 10.3205/17isls04, urn:nbn:de:0183-17isls040

Veröffentlicht: 9. März 2017

© 2017 Schönefeld et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe http://creativecommons.org/licenses/by/4.0/.


Gliederung

Text

Background: Entrustable professional activities (EPAs) constitute the performed and observable competencies of medical expert (central CanMeds role). In accordance to these EPAs, we established a surgical assessment frame including 6 assessment settings observed by external experts.

Aim of the pilot study is to conduct a reliable and validated assessment tool for surgical performance.

Methods: First step has been the adjustment of our faculty´s surgical learning goals towards EPAs and their underlying competencies. As a second step, six different settings have been created to align learning goals and EPAs to expectations of the students and the experts. In a special building called LIMETTE, the first pilot assessment took place. Standardized patients and a broad spectrum of conditions are included to create a near-real scenario. The observers stay outside the situation anonymously using audible and visual impressions to rate.

The assessment circuit or ward round combines examinations (of the abdomen or limbs) with diagnostics and screening necessities as well as documentation and demission letters.

After the performance a feedback seminar completes the formative assessment. Expert opinions, students´ ideas and actors´ feedback are taken into account to achieve a nearly 360° feedback situation.

Results: The near-real setting is well-accepted by students and teachers who document their ratings on a 5-point Likert scale, additively. As a pilot study it is matched to established learning goals and is aligned to the NKLM (national competency-based learning goal catalogue in medicine – in Germany). The formative setting makes training effects possible and leads to an adaptive aspect of feedback and the discovery of learning fields for the students.

Discussion: Successful performance is the main outcome-based learning goal for medical students on their way to a medical expert. EPAs as performance goals on a decreasing supervision level is one condition which can be supported by the LIMETTE setting; especially for surgical competencies.