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Nonspecialist Raters Can Provide Reliable Assessments of Procedural Skills

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

  • Oria Mahmood
  • Julia Dagnæs
  • Sarah Bube
  • Malene Rohrsted
  • Konge, Lars

BACKGROUND: Competency-based learning has become a crucial component in medical education. Despite the advantages of competency-based learning, there are still challenges that need to be addressed. Currently, the common perception is that specialist assessment is needed for evaluating procedural skills which is difficult owing to the limited availability of faculty time. The aim of this study was to explore the validity of assessments of video recorded procedures performed by nonspecialist raters.

METHODS: This study was a blinded observational trial. Twenty-three novices (senior medical students) and 9 experienced doctors were video recorded while each performing 2 flexible cystoscopies on patients. The recordings were anonymized and placed in random order and then rated by 2 experienced cystoscopists (specialist raters) and 2 medical students (nonspecialist raters). Flexible cystoscopy was chosen as it is a simple procedural skill that is crucial to master in a resident urology program.

RESULTS: The internal consistency of assessments was high, Cronbach's α = 0.93 and 0.95 for nonspecialist and specialist raters, respectively (p < 0.001 for both correlations). The interrater reliability was significant (p < 0.001) with a Pearson's correlation of 0.77 for the nonspecialists and 0.75 for the specialists. The test-retest reliability showed the biggest difference between the 2 groups, 0.59 and 0.38 for the nonspecialist raters and the specialist raters, respectively (p < 0.001).

CONCLUSION: Our study suggests that nonspecialist raters can provide reliable and valid assessments of video recorded cystoscopies. This could make mastery learning and competency-based education more feasible.

OriginalsprogEngelsk
TidsskriftJournal of Surgical Education
Vol/bind75
Udgave nummer2
Sider (fra-til)370-376
ISSN1931-7204
DOI
StatusUdgivet - 2018

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