Abstract
Critical aspects in developing curriculum-based assessment for emerging surgical procedures.
Highlights
The past century has seen an enormous rise in new surgical procedures
There are a number of methods wherein a structured curriculum for teaching a new skill or procedure can be developed
A second limitation is the lack of a readily accessible group of experts when the technology is only newly developed or a novel surgical procedure wherein the number of experts may not be enough to utilise Delphi methodology[15]; the option of informal expert consensus is likely to continue in future with caveats in place
Summary
The past century has seen an enormous rise in new surgical procedures. The general surgery landscape has changed markedly, from predominantly open procedures to laparoscopic and robotic surgery. New surgical methods and new technologies, such as robotic surgery, have been accompanied by a greater emphasis upon educational efforts prior to surgical "practice" Capabilities such as dual consoles to maximise the teaching potential of the platform in addition to exposure during training lends some recognition to this modern requirement.[2]. Whilst adjuncts such as certified proctorship and simulation exposures have arisen, there remains a need for academic rigour via validity testing to ensure robust and defensible curricula are developed.[3]. 6-8 Both may be problematic, especially when assessing surgeons who wish to undertake new procedures as time in practice do not necessarily equate to transferability of skillset; likewise, volume-based criteria require some degree of overlap of skill from one surgical procedure to another. We describe a number of critical considerations in creating credentialing guidelines for surgeons in novel or emerging procedures
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