Abstract
Introduction
Video recording to teach and assess both technical and non-technical skills is well-established within medical education. Trainees’ clinical and practical competencies are evaluated using Procedure-Based Assessments (PBAs). However, there is limited research describing how these PBAs truly reflect trainee performance.
We sought to:
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1)
assess the duration between the procedure and PBA completion
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2)
assess the perceived viability of supplementing assessments using intra-operative camera footage and
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3)
clarify medico-legal considerations for the use of cameras in theatre.
Method
We undertook a survey of Orthopaedic trainees in the East of England Deanery, United Kingdom. A six-item questionnaire was designed and provided to trainees (paper and online) to assess the time between procedure and filling in PBA forms, level of consultant input, time to PBA sign-off and trainees’ views on current PBA methods, operative video recording and retrospective access to clinical footage.
Results
The survey response rate was 75%. 60% felt current PBAs do NOT allow them to highlight their strengths and weaknesses; a higher percentage felt retrospective access to a video recording would aid reflective practice (87.5%) and completion of PBAs (70%). 49% stated they did not complete their PBAs with their Consultant.
Conclusion
This paper highlights potential limitations in existing forms of trainee assessment and feedback. We suggest use of trainees’ clinical footage to evaluate skills and performance, enhance feedback & learning in PBAs which has resonated well with trainees, the intended beneficiary. We also consider the medicolegal implications of cameras in operative training, with possible limitations to their adoption in current practice.
