Facilitating the implementation of the American College of Surgeons/Association of Program Directors in Surgery phase III skills curriculum: training faculty in the assessment of team skills

TY - JOUR

T1 - Facilitating the implementation of the American College of Surgeons/Association of Program Directors in Surgery phase III skills curriculum

T2 - training faculty in the assessment of team skills

AU - Hull, Louise

AU - Arora, Sonal

AU - Stefanidis, Dimitrios

AU - Sevdalis, Nick

N1 - Copyright © 2015 Elsevier Inc. All rights reserved.

PY - 2015/5/6

Y1 - 2015/5/6

N2 - BACKGROUND: Effective teamwork is critical to safety in the operating room; however, implementation of phase III of the American College of Surgeons (ACS) and Association of Program Directors in Surgery (APDS) Curriculum that focuses on team-based skills remains worryingly low. Training and assessing the complexities of teamwork is challenging. The objective of this study was to establish guidelines and recommendations for training faculty in assessing/debriefing team skills.METHODS: A multistage survey-based consensus study was completed by 108 experts responsible for training and assessing surgical residents from the ACS Accredited Educational Institutes.RESULTS: Experts agreed that a program to teach faculty to assess team-based skills should include training in the recognition of teamwork skills, practice rating these skills, and training in the provision of feedback/debriefing. Agreement was reached that faculty responsible for conducting team-based skills assessment should be revalidated every 2 years and stringent proficiency criteria should be met.CONCLUSIONS: Faculty development is critical to ensure high-quality, standardized training and assessment. Training faculty to assess team-based skills has the potential to facilitate the effective implementation of phase III of the ACS and APDS Curriculum.

AB - BACKGROUND: Effective teamwork is critical to safety in the operating room; however, implementation of phase III of the American College of Surgeons (ACS) and Association of Program Directors in Surgery (APDS) Curriculum that focuses on team-based skills remains worryingly low. Training and assessing the complexities of teamwork is challenging. The objective of this study was to establish guidelines and recommendations for training faculty in assessing/debriefing team skills.METHODS: A multistage survey-based consensus study was completed by 108 experts responsible for training and assessing surgical residents from the ACS Accredited Educational Institutes.RESULTS: Experts agreed that a program to teach faculty to assess team-based skills should include training in the recognition of teamwork skills, practice rating these skills, and training in the provision of feedback/debriefing. Agreement was reached that faculty responsible for conducting team-based skills assessment should be revalidated every 2 years and stringent proficiency criteria should be met.CONCLUSIONS: Faculty development is critical to ensure high-quality, standardized training and assessment. Training faculty to assess team-based skills has the potential to facilitate the effective implementation of phase III of the ACS and APDS Curriculum.

U2 - 10.1016/j.amjsurg.2015.01.022

DO - 10.1016/j.amjsurg.2015.01.022

M3 - Article

C2 - 26361041

SN - 0002-9610

JO - American Journal of Surgery

JF - American Journal of Surgery

ER -