Faculty Assessment Research Articles

Fostering SDG Content Integration in the Economics and Business Undergraduate Curriculum: A Faculty-Driven Mapping Approach

The Faculty of Economics and Business (FEB UM) initiated a project to align its undergraduate study program with sustainable development principles. This involved mapping the Sustainable Development Goals (SDGs) within the curriculum, using recommended keywords and faculty assessments. The exercise aimed to objectively showcase current sustainability integration and to identify areas for enhanced sustainable practice infusion. The method entailed both the direct and indirect consideration of SDG content. This endeavor heightened faculty awareness and enthusiasm for incorporating the SDGs, highlighting the significance of aligning academic programs with global sustainability objectives. This study has offered a framework for similar institutions aiming to boost sustainability through curriculum mapping and active faculty engagement.

Assessing and Improving Medical-Spanish Language Proficiency Among Nursing Students.

Introduction: Language discordance among health care providers and patients has been shown to result in poor patient outcomes. Health care providers who identify as being proficient in the native language of their patients may decline the use of professional interpreters due to their self assessment of language proficiency. More information is needed about whether providers who speak Spanish are proficient in medical Spanish. This study measured medical-Spanish language proficiency among nursing students. Methods: A quantitative pretest posttest evaluation (N = 30) at a large private university in the northeastern U.S. compared student and faculty assessment of student language proficiency after taking a medical-Spanish course using the Interagency Language Roundtable (ILR). T-tests compared student's final, self-assessed ILR scores with faculty's final ILR scores. Results: A significant difference was noted between students' self assessments and faculty assessments of student language proficiency (Rater 1: t(29) = -2.660, p = 0.013; Rater 2: t(29) = -2.693, p = 0.012) with high interrater reliability (kappa = 0.875). There was a significant difference between students' self-assessment of language abilities before and after the course (t(29) = -3.694; p < 0.001). Conclusion: Objective assessment of medical-Spanish language proficiency following a medical Spanish course may more accurately measure proficiency than self-assessment alone.

Crowd-Sourced Assessment of Laparoscopic Surgical Skills for Ob/Gyn Residents

Importance Feedback is an essential part of graduate medical education. With increasing demands on time and fewer opportunities for formal feedback in residency, there is an increasing need for objective and actionable feedback. Objective To understand how the Crowd-Sourced Assessment of Technical Skills (CSATS) assessment of residents’ laparoscopic skills compares with the current faculty assessment in an obstetrics/gynecology residency program. Design, Setting, and Participants This was a prospective educational intervention study involving residents from a single academic obstetrics/gynecology residency program at a large tertiary teaching hospital. Individual performance videos of hysterectomies, myomectomies, and endometriosis resections were recorded and uploaded to the CSATS database where they were analyzed. Formal written feedback reports from the CSATS system were sent to the residents. Residents then completed a survey addressing satisfaction, timeliness, and utility of the CSATS feedback method overall and in comparison with the residency’s in-person feedback and with the standard written, electronic feedback evaluation. Results A total of 16 residents submitted 65 videos of operations. Overall comparison of CSATS vs faculty evaluation was equivalent. Residents found that CSATS response time was slower than receiving in-person feedback from faculty. When comparing CSATS with the standard feedback form, residents felt strongly that CSATS was superior for both surgical skill feedback and procedure evaluation, with both categories having a mean top score. When comparing low-volume CSATS utilization vs high-volume CSATS utilization, there were no statistical differences. Overall, residents reported high satisfaction with CSATS evaluation. Conclusions Residents were generally satisfied with CSATS as an overall feedback tool. CSATS could be a possible addition to help improve resident education.

Utilizing 3D Model and Comparison Software Tools in Improving Assessment Methods: A Pilot Study

Purpose/Objectives: This manuscript investigates the effectiveness of computer-assisted design and manufacturing (CAD/CAM) technology in preclinical dental education. The COVID-19 pandemic created a need for remote teaching approaches. In preclinical fixed prosthodontics courses, traditional evaluation methods rely on faculty to visually grade laboratory projects utilizing rubrics and 2D images. Assessment and feedback vary amongst faculty, and faculty calibration has been inconsistent in reducing intra-and inter-rater variability. This study aimed to compare faculty assessment of student full coverage crown (FCC) preparations traditionally versus digitally through 3D model visual assessment and/or comparative analysis software reports. Methods: Eighteen UTHealth Houston School of Dentistry faculty participated, each randomly assigned into one of three assessment groups: traditional visual Group (TV), 3D Group (3D), and 3D visual assessment supplemented with comparative analysis software report (3D+) Group. Faculty graded the same eight lithium disilicate typodont preparations for all three assessment groups. Results: Survey results showed the ease of use and efficiency among the three assessment methods varied significantly. Grading scores revealed that axial wall reduction significantly differed among the three assessment methods. Conclusion: This study concludes that the combination of the two digital assessment methods can overcome the limitations of traditional evaluation methods and digital methods alone by providing objective feedback to students and enhancing their learning experience.

Adapting to the AI Era: ChatGPT in the Classroom

The emergence of ChatGPT, a conversational AI developed by OpenAI, has raised profound questions about its impact on the traditional university experience. This article addresses the pervasive discourse surrounding ChatGPT by investigating the actual capabilities of AI writing at the undergraduate level. To study the strengths and limitations of AI in the classroom, we conducted a survey experiment involving faculty assessment of essays generated by ChatGPT. Contrary to concerns of diminishing academic rigor and standards, our findings suggest that ChatGPT’s effectiveness is influenced by user knowledge, indicating potential for symbiotic integration into pedagogical approaches. Rather than spell the end of the college essay, we suggest that ChatGPT offers opportunities to open discussions about information literacy and verification of information. For universities, our study suggests revising university AI-usage policies and incorporating AI into teaching and learning objectives.

National needs assessment of emergency medicine faculty regarding scholarly activity practices and support.

We aimed to assess the attitudes and perceptions of scholarly activity (SA) practices among emergency medicine (EM) physicians who are engaged in training residents. This study examined the belief and need for modern-day SA, potential barriers, and department resources provided. We conducted a descriptive cross-sectional survey study of EM physicians across the United States identified from the American College of Emergency Physicians and American College of Osteopathic Physicians directories. The survey consisted of 18 items regarding demographics, attitude toward SA, department support, and questions regarding residency programs. A total of 660 survey recipients completed the survey out of a possible pool of 4296 individuals (15% response rate), of which 530 (80%) indicated they were core faculty. Of core faculty, 428 (80.8%) were part of an allopathic program, whereas 102 (19.2%) were part of an osteopathic program. Department support was provided for protected time (385; 58.3%), research staff (346; 52.4%), Institutional Review Board preparation (240; 36.4%), and biostatistics (314; 47.6%). Of all the institutional roles, the largest percentage (82/125, 65.6%) of chair/vice chair/associate chairs strongly agreed or agreed (score of 5 or 4 of 5) with the statement, "Overall, I am satisfied with the scholarly support provided by my department." There was no difference in agreement with this statement between respondents in an allopathic versus osteopathic program (210/428, 49.1% allopathic; 45/102, 44.1% osteopathic). There is a need for increased departmental support for SA. To optimally implement the Accreditation Council for Graduate Medical Education (ACGME) SA requirements into strategy and action, the ACGME should consider providing EM residency programs with an outline of best SA practices to foster a uniform consensus across academic institutions.

Exploring dynamics of student course feedback in higher education

This article delves into student course feedback using publicly available data from the University of North Texas. It examines factors influencing elevated student course evaluation ratings in the Information Technology and Decision Sciences department. The study reveals a positive relationship between higher response rates and better evaluation scores. The challenge index, individual course engagement, and difficulty are linked to higher scores. Course level impacts scores, with higher-level courses receiving higher ratings. This prompts further investigation into why full professors may not outperform associates in student ratings, advocating for broader research into characteristics influencing course evaluation performance. The study contributes valuable insights into academia and fostering discussions on business faculty assessment.

Impact of coronavirus disease 2019 pandemic on dental student's performance across disciplines during community site rotations: A comparative analysis.

The coronavirus disease 2019 (COVID-19) pandemic disrupted educational frameworks worldwide, particularly affecting health professions education. The impact on students varied based on local pandemic severity, public health policies, and institutional capacities. Our observational, retrospective study evaluated the impact of the COVID-19 pandemic on senior dental students' performance during community rotations at Indiana University School of Dentistry. Data from student self-assessments and faculty evaluations, collected as part of the Community-Based Dental Education (CBDE) course between 2018 to 2022 was utilized. Five key domains of patient care: diagnosis and treatment planning, clinical skills, time management, interprofessional collaboration, and professionalism was assesed using a 5-point Likert scale. Pre- and post-pandemic comparisons of self-reported student evaluation and faculty assessment scores were conducted using two-sample t-tests, with ANOVA used to analyze cohort differences. Significant declines were observed in mean scores for diagnosis and treatment planning, clinical skills, time management, and interprofessional collaboration during the post-COVID period compared to pre-COVID levels (p<0.05). Conversely, an increase in average scores related to students' professionalism was noted, although this difference was not statistically significant (p>0.05). Class cohort-wise analysis showed similar patterns, with all cohorts experiencing significant declines in the aforementioned areas (p<0.05) and non-significant increases in professionalism scores (p>0.05). This study findings underscore the challenges faced by dental education in adapting to pandemic-induced disruptions and highlight the importance of adaptive approaches and support systems to address these challenges. Moving forward, resolving disparities in assessments and comprehending the various factors influencing student performance will be crucial to preserving the adaptability and effectiveness of dentistry education in the face of adversity.

Focus group discussion with the medical interns regarding psychiatry posting.

Medical interns have 2 weeks compulsory internship in psychiatry. We tried to explore their learning and views about psychiatry during these 2 weeks. To document verbatim their account about the knowledge gained and their experiences during the psychiatry internship posting and derive prominent themes. Focus group discussion was conducted at the end of the posting using a semistructured questionnaire for seven consecutive batches of interns posted in psychiatry. To enhance trustworthiness, we utilized member checking, data triangulation, and peer debriefing. Their routine during posting, competencies, expectations from the posting, and frustrations were the main points discussed. The interns willingly participated and discussed their views about psychiatry posting. They were aware of psychiatry as an important medical discipline and had a fair degree of knowledge about it. Most of them found the posting useful. The interns had not attained the required competencies in handling emergencies and use of psychiatric drugs. Involvement of senior faculty and formative assessments will be necessary in the training of medical interns. This can ensure that they gain the required competencies.

Nursing students' perspectives on peer assessment in basic nursing procedures: A qualitative study

BackgroundTraditionally, the assessment of student nursing skills relies heavily on lecturer evaluations. However, lecturers, as the primary evaluators, may be influenced by their individual subjective preferences, experience, and knowledge background. This limitation needs thorough consideration to improve students' assessment skills and ensure that assessment tasks are more objective and accurate. Peer assessment appears to take it into account. Currently, improving the quality of peer assessment in Basic Nursing skills remains a challenge for educators. AimTo assess the effectiveness of peer assessment as applied to the basic nursing skills examination process and suggestions for improvement, to understand nursing students' perceptions of it, and to explore the feasibility of peer assessment as an alternative to single faculty assessment as perceived by nursing students. DesignQualitative research. SettingsConducted in a clinical skills simulation laboratory at a university in Wuxi, Jiangsu Province, China. Participants23 Second-year nursing students applying peer assessment to Basic Nursing course exams. MethodsUsed face-to-face, semi-structured interviews, and thematic analysis to analyze data. ResultsThree major themes and nine subthemes were identified: (1) Positive sentiments towards peer evaluation (e.g., enhancing the learning capacity, increasing emotional intelligence, and improving the objectivity and fairness of nursing skills assessment); (2) Challenges encountered in the peer evaluation process (e.g., inconsistent scoring criteria, exacerbate anxiety, and triggering team conflict); (3) Suggestions for improving peer evaluation (e.g., applying the design of peer assessment exam content, incorporation of lecturer evaluation, and refinement and materialization of marking criteria). ConclusionsIn this study, while the positive impact is evident, the challenges faced by nursing students and future recommendations for peer assessment application are critical. This study provides valuable insights into the potential of peer assessment to enhance nursing education and provides recommendations for optimizing peer assessment strategies for meaningful integration into Nursing Education practice.

What/Why/When/Where/How Framework and Faculty Development Workshop to Improve the Utility of Narrative Evaluations for Assessing Internal Medicine Residents.

Clinical competency committees (CCCs) rely on narrative evaluations to assess resident competency. Despite the emphasis on these evaluations, their utility is frequently hindered by lack of sufficient detail for use by CCCs. Prior resources have sought to improve specificity of comments and use of evaluations by residents but not their utility for CCCs in assessing trainee performance. We developed a 1-hour faculty development workshop focused on a newly devised framework for Department of Medicine faculty supervising internal medicine residents. The what/why/when/where/how framework highlighted key features of useful narrative evaluations: behaviors of strength and growth, contextualized observations, improvement over time, and actionable next steps. Workshop sessions were implemented at a large multisite internal medicine residency program. We assessed the workshop by measuring attendee confidence and skill in writing narrative evaluations useful for CCCs. Skill was assessed through a rubric adapted from literature on the utility of narrative evaluations. Fifty-four participants started the presurvey, and 33 completed the workshop, for a response rate of 61%. Participant confidence improved pre-, post-, and 3 months postworkshop. Total utility scores improved in mock evaluations from 12.4 to 15.5 and in real evaluations from 13.7 to 15.0, but only some subcomponent scores improved, with fewer improving in the real evaluations. A short workshop focusing on our framework improves confidence and utility of narrative evaluations of internal medicine residents for use by CCCs. Next steps should include developing more challenging components of narrative evaluations for continued improvement in trainee performance and faculty assessment.

Co-Existing Vascular Surgery Integrated Residencies are Associated with Increased General Surgery Resident Proficiency and Autonomy in Vascular Cases

Integrated vascular surgery residency positions have doubled more than the last decade. Studies have investigated the impact of co-existing subspecialty surgical training programs on case volume of general surgery residents (GSRs). However, no studies have explored the impact of subspecialty training on GSR operative competency. The aim of this study is to understand the impact of integrated residencies on operative performance and autonomy of GSR performing vascular procedures. Autonomy and performance ratings of GSR participating in vascular surgery cases were collected from all institutions participating in the Society for Improving Medical Professional Learning application database from 2015 to 2023. Faculty and self-assessments of autonomy and performance on vascular cases performed by GSRs at programs with co-existing vascular integrated residency (VIR), vascular surgery fellowship (VSF), or no subspecialty vascular training (VX) were compared using Fisher's exact tests with Bonferroni corrections across training levels and case complexity. Eleven thousand one hundred seventy five assessments (26% at institutions with VIR, 46% VSF, and 28% VX) were submitted by 920 GSRs and 343 faculty. Senior GSRs at programs with VSF achieved lower autonomy than those with VIR (P=0.049) or VX (P=0.042) based on faculty assessment. GSRs achieved a level of "practice ready" at significantly higher rates when training at programs with VIR, and at the lowest rates with VSF (P<0.001). However, self-perception of autonomy and performance was highest among GSRs at programs with VX compared with VIR and VSF (P<0.001). The presence of VIR was associated with higher achievement of "practice ready" competency and higher levels of operative autonomy among senior GSRs performing vascular procedures. Shared-learning among peers and faculty expertise in teaching resident-level trainees may contribute to this finding.

Systematic approach of measuring program outcomes of management postgraduate program

This study aimed to develop a simplified approach for measuring the outcomes of academic programs. To achieve this, postgraduate management programs offered by various Indian institutions have been selected. Program outcomes (POs) and course outcomes (COs) are key measurement constructs. The course assessment strategy is tailored to the nature of each course, which is categorized into four distinct groups. Course outcomes (COs) of continual evaluation courses are measured through developed rubrics. This study concludes that a systematic assessment process and well-designed measurement tools are important for measuring program outcomes (POs) of academic programs such as management postgraduate programs. We recommend our model of measuring learning outcomes for all institutions, where the management postgraduate programs offered courses are evaluated on three components: faculty assessment, mid-semester assessment, and end-semester assessment. This process ensures a comprehensive and accurate measurement of program outcomes.

Faculty Experiences: Virtual versus Traditional Problem-based Learning during COVID-19 in a Saudi Medical College

Abstract Background: The COVID-19 pandemic has forced a fast change to new teaching approaches based on online education. Problem-based learning (PBL) was one of the modified teaching strategies. The current study sought to examine faculty perceptions of virtual versus traditional PBL during the COVID-19 pandemic at a Saudi medical college. Methods: This is a retrospective cross-sectional study conducted at King Saud University’s College of Medicine. We compared the perceptions of faculty members who facilitated traditional face-to-face PBL in 2019–2020 and virtual PBL in 2020–2021. An online survey with demographic and practice data was distributed. The faculty’s perception of PBL facilitation, student learning, and overall satisfaction was investigated using a 5-degree Likert scale: 15 items grouped into three main areas. All of the questions were written in a way that compares traditional and virtual PBL. Mean scores were determined for all parts, and the findings were reported as mean standard deviation, with scores of 3 and above considered positive, and scores of &lt;3 considered negative. The data were analyzed with SPSS version 25.0. Results: In the study period, 57 faculty members facilitating PBL replied to the survey (response rate 67.85%). There were no gender variations in the representation of participants (male 56.1%, female 43.9%), and they come from a variety of basic and clinical departments. The majority of participants (91.3%) have more than 2 years of PBL facilitation experience, and 64.2% have received training in both virtual and traditional PBL facilitation. The faculty assessment of facilitating virtual PBL was favorable as overall satisfaction, with the mean of the components in the satisfaction section being 3.67. In terms of facilitation preferences, we discovered that despite the amount of effort involved in facilitating traditional PBL sessions (mean = 3.47), their motivation to facilitate traditional PBL was higher than that of virtual PBL (mean = 3.33). Faculty perceptions of students’ learning in PBL were more traditional, with the mean of the items in this section (such as students’ motivation, participation, and group dynamics) being higher (3.616). Conclusions: The faculty’s satisfaction with their abilities to properly facilitate virtual PBL sessions did not detract from their motivation to be in direct personal interaction with students during PBL sessions. To ensure faculty care about students’ learning in virtual PBL, their perception had to be correlated to their learning outcomes.

Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

ABSTRACT Introduction Since 2022, all Canadian post-graduate medical programs have transitioned to a Competence by Design (CBD) model within a Competency-Based Medical Education (CBME) framework. The CBME model emphasized more frequent, formative assessment of residents to evaluate their progress towards predefined competencies in comparison to traditional medical education models. Faculty members therefore have increased responsibility for providing assessments to residents on a more regular basis, which has associated challenges. Our study explores faculty assessment behaviours within the CBD framework and assesses their openness to opportunities aimed at improving the quality of written feedback. Specifically, we explore faculty’s receptiveness to routine metric performance reports that offer comprehensive feedback on their assessment patterns. Methods Online surveys were distributed to all 28 radiology faculty at Queen’s University. Data were collected on demographics, feedback practices, motivations for improving the teacher-learner feedback exchange, and openness to metric performance reports and quality improvement measures. Following descriptive statistics, unpaired t-tests and one-way analysis of variance were conducted to compare groups based on experience and subspecialty. Results The response rate was 89% (25/28 faculty). 56% of faculty were likely to complete evaluations after working with a resident. Regarding the degree to which faculty felt written feedback is important, 62% found it at least moderately important. A majority (67%) believed that performance reports could influence their evaluation approach, with volume of written feedback being the most likely to change. Faculty expressed interest in feedback-focused development opportunities (67%), favouring Grand Rounds and workshops. Conclusion Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curricular reform relies on having sufficient time, knowledge, and skills for effective assessments. This suggests that integrating routine performance metrics into faculty assessments could serve as a catalyst for enhancing future feedback quality.

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

Online education has gained widespread adoption in recent years due to several factors, including the COVID-19 pandemic, which has accelerated the growth of online education, with universities transitioning to online platforms to continue their activities. However, this transition has also impacted the preparation of pre-service teachers, who receive training to become licensed or certified teachers. This study investigates the influence of online education on the academic experiences of 130 pre-service teachers attending the Postgraduate Diploma Program at Al Ain University in the UAE. It also explores the relationships between pre-service teachers’ demographics and five academic experiences. A quantitative questionnaire consisting of five newly-developed scales was used for data collection. Pre-service teachers’ demographics were found not to impact effective teaching and learning, skill development, or satisfaction. Age and employment status were found not to influence pre-service teachers’ views of faculty online assessment and feedback or course organization and management. However, online course organization and management and faculty online assessment and feedback were significantly correlated with marital status as engagement and motivation with employment status was, but not with age or marital status. Effective teaching and learning, faculty assessment, and feedback positively impacted pre-service teachers’ engagement and motivation, while effective teaching and learning and course organization correlated with pre-service teachers’ skill development and satisfaction. Research on online education and pre-service teachers’ experiences post-pandemic is limited. Thus, future studies should explore this relationship to understand better pre-service teachers’ online learning experiences, involvement, and success.

Impact of self-assessment on dental student’s performance in pre-clinical conservative dentistry course

BackgroundSelf-assessment (SA) is an interactive course that endorses the accomplishment of learning objectives through learners’ identification of insufficiencies in their didactic knowledge and pre-clinical skills. This study was planned to determine whether there is any improvement in the faculty assessment (FA) score following the implementation of SA in the Pre-clinical Conservative Dentistry Course.MethodsFifty-four first-semester dental students were given an introductory lecture followed by a demonstration for Class I Cavity Preparation in typhodont mandibular first molar. At the end of the demonstration, the Scoring Rubric (SR) was explained point-wise in the prepared cavities. During the next session, all students performed Class I cavity preparation and they were given an assessment sheet to enter their scores (SA1). All teeth were evaluated by the Grading Faculties in a blinded manner (FA1). Each participant was explained the difference in their respective SA1 from FA1 and their queries were resolved individually. During the next sessions, Students and Grading Faculties followed the same protocol and scores were recorded as SA2, FA2, SA3 and FA3.ResultsThe mean score of SA1 was significantly higher than that of FA1 (p < 0.001). However, no significant difference was obtained between SA and FA in the second (p = 0.352) and third (p = 0.434) assessments. In contrast with first assessment, mean marks obtained in FA were higher compared to SA in both second and third assessments. There was a statistically significant improvement in mean marks obtained by the students over time (p < 0.001).ConclusionSA endorsed student-faculty communication and enhanced student’s poise and technical skills in operative pre-clinical dentistry.

Conceptualizing patient interactions eliciting empathy, compassion, reflection, and social projection: A model with analysis.

Conceptualizing the next patient interaction is logical, essential, and largely done intuitively with limited literature. The first objective is to elicit student thought experiences to four questions. The secondary objective is to classify responses for respective questions and to review faculty assessments. Forty-two students completed the exercise in the first clinical prosthodontics experience after a simulation course, in the fall of 2023. Four open-ended questions were 1) differentiation from the ideal, 2) desired outcome(s), 3) self-capabilities, and 4) consequences/prognosis. Nine different faculty assessed the exercise. 100% of students responded to all four questions and 83% of responses were judged by faculty to grasp the concept in the question. The authors categorized responses into natural categories for each question. Authors separately assigned responses to categories. The agreement rate was 90%. Little to no overlap in responses was observed among the four questions. The sequence of questions led students to thought experiences from empathy in Question #1, to compassion in Question #2, and to self-reflection in Question #3 to social projection in Question #4. The main objective was met by engaging students in thought-provoking responses to questions the experienced clinician asks of every patient encounter. The exercise elicited different kinds of thought experiences on four topics. The format was succinct with acceptance by students and faculty. The project has progressed from a concept some years ago to a recent pilot to full implementation with the current project. The next steps will be refinement and follow-up in some years. The project follows an emulation model for critical thinking.

Artificial intelligence and robotic surgical education

There are numerous barriers in robotic surgical training, including reliance on observational learning, low-quality feedback, and inconsistent assessment. Artificial intelligence (AI) offers potential solutions to these central problems in robotic surgical education and may allow for more efficient and efficacious training. Three key areas in which AI has particular relevance to robotic surgical education are video labeling, feedback, and assessment. Video labeling refers to the automated designation of prespecified categories to operative videos. Numerous prior studies have applied AI for video labeling, particularly for retrospective educational review after an operation. Video labeling allows learners and their instructors to rapidly identify critical parts of an operative video. We recommend incorporating AI-based video labeling into robotic surgical education where available. AI also offers a mechanism by which reliable feedback can be provided in robotic surgery. Feedback through AI harnesses automated performance metrics (APMs) and natural language processing (NLP) to provide actionable and descriptive plans to learners while reducing faculty assessment burden. We recommend combining supervised AI-generated, APM-based feedback with expert-based feedback to allow surgeons and trainees to reflect on metrics like bimanual dexterity and efficiency. Finally, summative assessment by AI could allow for automated appraisal of surgeons or surgical trainees. However, AI-based assessment remains limited by concerns around bias and opaque processes. Several studies have applied computer vision to compare AI-based assessment with expert-completed rating scales, though such work remains investigational. At this time, we recommend against the use of AI for summative assessment pending additional validity evidence. Overall, AI offers solutions and promising future directions by which to address multiple educational challenges in robotic surgery. Through advances in video labeling, feedback, and assessment, AI has demonstrated ways by which to increase the efficiency and efficacy of robotic surgical education.

Staying Engaged and Achieving Promotion: The Role of Collegial Support and Career Reflection and Assessment for Mid-Career Faculty

The challenges and tensions experienced by mid-career faculty (MCF) can lead to frustration, disengagement, or leaving the professoriate altogether, a trend noted by researchers prior to and especially after the pandemic. In this article, we explore the role that collegial support and career reflection and assessment strategies targeting mid-career faculty can play to preserve institutional vitality, support faculty agency, and promote student success. Additionally, we propose initiatives and supports that may assist these faculty members in staying in the academy and staying well as they pursue professional fulfillment and work towards their goals, including promotion to full professorship. We contend that post-secondary campuses should invest in keeping MCF engaged because of the crucial roles they serve on campus.