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to annotate the video recording, noting when and what a learner might do to improve
their technique. Beard [ 15 ] and Driscoll [ 16 ] were able to establish construct valid-
ity for video assessment of basic surgical trainee’s operative skills with strong cor-
relation and evidence.
Surgery Subspecialty Curriculum
Progression of resident’s foundational curriculum quickly advanced within
subspecialties to incorporate and train residents and fellows for more challenging
cases. Often more advanced subspecialty procedural skill modules are coordinated
together as team training with various levels of resident learners present. The pres-
ence of senior residents to facilitate their juniors’ active participation through a pro-
cedure has furthered both parties’ knowledge foundation in an immersive,
student- centered experience [ 17 ] in accord with Halsted’s concept of “see one, do
one, teach one.” Additionally, the rationale for certain aspects of each procedure was
clarified as different techniques were debated at greater length in feedback discus-
sions than traditionally covered during everyday cases in the operating room.
For general surgery residents as in other subspecialties, advanced laparoscopic
skill modules were developed in a stepwise manner based on learner skill level. For
the classic laparoscopic cholecystectomy procedure, phase 1 establishes an intern’s
technical abilities for the procedure utilizing low-fidelity inorganic laparoscopic
SIU Dept of Surgery, General Surgery Residency ProgramFig. 12.1 Bowel anastomosis verification of proficiency
M.R. Romanelli et al.