Application of the formative assessment in nonprocedural laparoscopic simulating training for surgeons

Abstract

Objective To explore the feasibility and effect of the application of the formative assessment in nonprocedural laparoscopic simulating training for surgeons in different seniorities. Methods A total of 55 surgeons in different seniorities were selected from Peking University Third Hospital as research object, including 42 refresher doctors on surgery and 13 graduate students on surgery for master degree. For them, a 4-week nonprocedural laparoscopic simulating training was carried out, in which the formative assessment was set up for 29 trainees as experimental group, and the summative assessment for the other 26 trainees as control group. The laparoscopic skills before and after training were evaluated in scores and compared statistically in both groups. Results All trainees had higher laparoscopic skills post-test scores than their pretest’s, but the enhancement in suturing and knotting test for refresher doctors (17.1±2.9) was statistically higher than that for graduate students(14.2±3.5)(t=2.97, P=0.004). In graduate students, statistically higher scores in the basic skills post-test was obtained in experimental group[(12.6±0.8)vs(9.0±0.6), t =-8.91, P =0.000]. In refresher doctors, statistically higher scores in suturing-knotting post-test was obtained in experimental group[(35.2±2.5)vs(33.0±2.5), t=-2.83, P=0.007]. Formative assessment showed different trends in the curves of skill enhancement between surgical refresher doctors and graduate students. Conclusions Nonprocedural laparoscopic simulating training can feasibly improve laparoscopic skills, with variety between surgical refresher doctors and graduate students. Formative assessment is an effective method for surgeons in different seniorities during laparoscopic simulating training. Key words: Formative assessment; Laparoscopic simulating training; Refresher doctors; Graduate student; Learning curve