Surgeons as Educators A Guide for Academic Development and Teaching Excellence

(Ben Green) #1

© Springer International Publishing AG 2018 93
T.S. Köhler, B. Schwartz (eds.), Surgeons as Educators,
https://doi.org/10.1007/978-3-319-64728-9_6


Crowdsourcing and Large-Scale


Evaluation


Jessica C. Dai and Mathew D. Sorensen


Abbreviations


ACGME Accreditation Council for Graduate Medical Education
GEARS Global Evaluative Assessment of Robotic Skills
GOALS Global Operative Assessment of Laparoscopic Skills
MUSIC Michigan Urological Surgery Improvement Collaborative
OSATS Objective Structured Assessment of Technical Skills
RACE Robotic Anastomosis and Competency Evaluation


Current Paradigms of Surgical Education


The teaching of surgeons is unique in that surgical trainees must not only acquire
fundamental specialty-specific knowledge and sound clinical judgment outside of
the operating room but also achieve mastery of technical surgical skills within it.
Though still largely based on the Halsteadian model of graduated responsibility
with progression through residency training, the current model of surgical education
has been shaped by advances in educational theory, the rise of cost-conscious care,
and national concerns regarding patient safety and litigation, as well as novel devel-
opments in surgical technology [ 1 , 2 ]. Though surgical competency was tradition-
ally believed to be accomplished by sheer volume of clinical exposure, changes in
the modern clinical practice of surgery, including increasing patient complexity,
burgeoning administrative burdens, and work-hour limits, have led surgical training


J.C. Dai • M.D. Sorensen (*)
University of Washington, Department of Urology,
1959 NE Pacific St, HSB BB 1121 Seattle, WA, USA
e-mail: [email protected]; [email protected]


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