Basic Operation Skills Research Articles

Education Research: Feasibility, Reliability and Educational Value of Neuromuscular Ultrasound Training in a Canadian Neurology Residency Program: A Pilot Study.

Point-of-care neuromuscular ultrasound (NMUS) is increasingly used in the evaluation of peripheral nervous system disorders; however, there remains a gap in education and training for neurology residents. We evaluated whether neurology residents can feasibly be trained in basic NMUS skills and nerve cross-sectional area (CSA) measurement and whether they value incorporation of this training into their curriculum. Participants included neurology residents (postgraduate years 1-5) at the University of Alberta (Edmonton, Alberta, Canada). All completed pretraining and posttraining surveys using a Likert scale, rating their confidence in independently performing NMUS and their degree of agreement regarding the educational value of NMUS training. Residents underwent training (7 hours) comprising 1 didactic and 2 hands-on sessions, detailing NMUS of median, ulnar, and fibular nerves. Participants could then opt-in to a posttraining testing session where CSA measurements (mm2) of the median, ulnar, and fibular nerve at multiple sites were independently performed on 3 healthy volunteers and compared with measurements obtained by the trainer. Eighteen residents participated in training and pretraining/posttraining surveys. Nine completed the testing component. Nerve CSA measurement reliability between the trainer and trainees across all nerve sites combined was very good (intraclass correlation coefficient [ICC] 0.93, 95% CI 0.83-0.96) but varied by nerve and site. ICC was good to very good (0.62-0.95) except for the ulnar nerve-distal forearm/wrist (0.39-0.58) and fibular nerve-fibular head (0.12) sites. The coefficient of variation (CoV) across all sites was 19.6% (95% CI 17.3-21.8) and best for the median nerve-wrist site at 15.5% (9.8-20.8). The mean absolute difference between trainer and trainee measurements was low (<0.5 mm2 across all sites). Comparing pretraining and posttraining survey responses, there was a significant increase in agreement that basic NMUS operational skills were obtained and in confidence in independently measuring each nerve. NMUS training was considered a valuable component of a neurology residency program curriculum (median rating: strongly agree). Neurology residents across stages of training can acquire basic NMUS and CSA measurement skills of the median and ulnar nerves after 2 half-days of training and value incorporation of NMUS training in their educational curriculum.

DVRT: Design and evaluation of a virtual reality drone programming teaching system

Virtual Reality (VR) is an immersive virtual environment generated through computer technology. VR teaching, by utilizing an immersive learning model, offers innovative learning methods for Science, Technology, Engineering and Mathematics (STEM) education as well as programming education. This study developed a Drone Virtual Reality Teaching (DVRT) system aimed at beginners in drone operation and programming, with the goal of addressing the challenges in traditional drone and programming education, such as difficulty in engaging students and lack of practicality. Through the system's curriculum, students learn basic drone operation skills and advanced programming techniques. We conducted a course experiment primarily targeting undergraduate students who are beginners in drone operation. The test results showed that most students achieved scores above 4 out of 5, indicating that DVRT can effectively promote the development of users' comprehensive STEM literacy and computational thinking, thereby demonstrating the great potential of VR technology in STEM education. Through this innovative teaching method, students not only gain knowledge but also enjoy the fun of immersive learning.

MATHEMAGIC SQUARE PUZZLE: AN INTERVENTION IN IMPROVING BASIC OPERATION SKILLS ON INTEGERS

Basic operation skills on integers are crucial for building a strong mathematical foundation. However, many students in early schooling show poor performance in these fundamental skills. To address this issue, this study aims to assess the effectiveness of using the MatheMagic Square Puzzle as an intervention to enhance integer operation skills among Grade 7 students at Kapalong National High School. The study had a total of 114 students, and it employed quantitative research with a one-group pre-test post-test design and purposive sampling. Results revealed that the overall mean score level of basic operation skills on integers of the experimental group in the pre-test is very low, which is interpreted as it did not meet the expectation. While results in the post-test revealed from the overall mean is average, which is interpreted as satisfactory. Results indicate significant difference between the pre-test and post-test of the experimental group shows that there is a significant difference in the performance levels of the experimental group before and after the intervention. The study revealed a significant improvement in students' ability to solve basic operations on integers. This improvement proved the effectiveness of the MatheMagic Square Puzzle intervention and proved it to be a valuable tool in mathematics education, specifically for teaching integers. The researchers suggest implementing MatheMagic Square Puzzle widely for teaching basic integer operations in Grade 7 due to its effectiveness in improving student performance. They also suggest studying its effectiveness across various grades and mathematical concepts to expand its impact. KEYWORDS: MatheMagic Square Puzzle, Basic Operation on Integers, Intervention, Grade 7 students, Philippines

DIGITAL COMPETENCE AND DIGITAL LITERACY OF HIGHER EDUCATION ACQUIRES

The article examines the topical issue of digital skills formation among students of higher education institutions. The authors draw attention to the importance of digital competence and literacy in the modern digital world, their impact on educational processes and the future career of students. The article analyzes key aspects of digital competence, such as mastery of digital tools, critical thinking and the development of information literacy. It has been established that higher education students should have a targeted, activity-based, informative and effective learning system that will help them develop digital skills during their studies. It has been proven that digital competence is more than the ability to use the latest smartphones or computer software ‒ it is the ability to use such digital technologies critically and creatively. Information literacy is found to be a tool that uses the right technologies to find effective information and evaluate the results to prevent the data explosion, and the development of information literacy needs to be supported and use more information independently and with more confidence in a rapidly changing information society. This is not just mastering technical means, but also teaching critical thinking, information ethics and social responsibility. The formation of literacy in the field of digital competence accumulates the following abilities: knowledge of basic operational skills, the ability to search and evaluate information, the ability to process and analyze data, creativity and the ability to work together, awareness of information security and privacy protection.

Basic logical operation skills and logical reasoning competences of university students in a Western region of Romania

Empirical research results show that the system of logical operations and conclusion schemes does not become complete even in adulthood. Although we know other logical models besides the classical two-valued logical reasoning model, in higher education for students it is essential to know and apply the rules of the classical reasoning model. Proofs, reasoning and refutation are necessary in the case of several subjects, as scientific language uses many of logical operations. Our 2022 end-of-year research measured general logical basic-knowledge and operations in everyday life, mathematical, physical, chemical and biological contexts based on 246 university students’ online testing. The students completed the tasks which required the correct conclusion in the highest proportion (69.02%), followed by the interpretation of ‘at most’/‘at least’ (63.41%), and at least the negation (the negation of the ‘at least’, of ‘exists’ and of ‘for all’) (29.91%). Our results show that the correct interpretation did not become dominant in the case of all logical operations for these students. The everyday life problems were solved correctly by the highest percentage of students (70.05%), followed by problems in biological, physical and mathematical context. They were least successful (28.04%) in solving logical problems related to chemistry. This shows that our data cannot be analyzed without semantic content. Based on different statistical tests, we did not find a significant difference in performance between genders, but according to the human capital theory students of more highly educated mothers performed significantly better.

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

BackgroundThe study explores an innovative teaching mode that integrates Icourse, DingTalk, and online experimental simulation platforms to provide online theoretical and experimental resources for clinical biochemistry practical courses. These platforms, combined with flipped classroom teaching, aim to increase student engagement and benefit in practical courses, ultimately improving the effectiveness of clinical biochemistry practical teaching.MethodsIn a prospective cohort study, we examined the impact of integrating the Icourse and DingTalk platforms to provide theoretical knowledge resources and clinical cases to 48 medical laboratory science students from the 2019 and 2020 grades. Students were assigned to the experimental group using an overall sampling method, and had access to relevant videos through Icourse before and during class. Using a flipped classroom approach, students actively participated in the design, analysis, and discussion of the experimental technique. For the experimental operation part, students participated in virtual simulation experiments and actual experiments. Overall, the study aimed to evaluate students’ theoretical and operational performance after completing the practical course. To collect feedback, we distributed a questionnaire to students in the experimental group. For comparison, we included 42 students from the grades of 2017 and 2018 who received traditional instruction and were evaluated using standard textbooks as the control group.ResultsThe experimental group scored significantly higher than the control group on both the theoretical and experimental operational tests (82.45 ± 3.76 vs. 76.36 ± 3.96, P = 0.0126; 92.03 ± 1.62 vs. 81.67 ± 4.19, P < 0.001). The survey revealed that the experimental group preferred the teaching mode that combined the flipped classroom with the virtual simulation platform. This mixed method effectively promoted understanding of basic knowledge (93.8%, 45/48), operative skills (89.6%, 43/48), learning interest (87.5%, 42/48), clinical thinking (85.4%, 41/48), self-learning ability (91.7%, 44/48), and overall satisfaction compared with traditional methods (P < 0.05). This study demonstrates that an innovative teaching approach significantly improves the quality of clinical biochemistry practical courses and promotes students’ professional development and self-directed learning habits.ConclusionIncorporating virtual simulation with flipped classrooms into clinical biochemistry practical teaching is an efficient and well-received alternative to traditional methods.

Examination of the Relationship between the Technology Competencies of Special Education Undergraduate Students and Their Views on Distance Education

This study aimed to examine the relationship between the technology competencies of special education undergraduate students and their views on distance education. This study employed the correlational research model. The study group is consists of 212 students who study at the special education department in various universities in Turkey during the academic year of 2020-2021. The study used the "Basic Technology Competencies for Educators Inventory" and the "The Distance Education Evaluation Scale." Pearson correlation coefficient was computed to determine the relationships among the dependent and independent variables. We implemented standard multiple regression analysis to predict distance education's views by the dimensions of technology competencies. Technology competencies inventory's word processing sub-dimension significantly and positively indicated the distance education scale's technical sub-dimension. There was no statistical significance for other sub-dimensions. Technology competencies inventory's basic computer operation skills and media communication sub-dimensions significantly and positively; networking sub-dimension significantly and negatively predicted the distance education scale's learning process sub-dimension. There was no statistical significance for other sub-dimensions

Teaching Practice and Exploration of Basic Computer Education for Non Major in University

With the rapid development of computer information, Computer technology and products have been fully integrated into people's daily life. This requires people to have basic computer operation skills. As an agricultural and forestry university, it is necessary to pay attention to the cultivation of basic computer skills of college students in various majors in the process of training talents. As a professional teacher in universities, the author has worked hard in teaching for nearly 17 years. On the one hand, the author undertakes the professional teaching of Internet of Things Engineering, on the other hand, she undertakes the teaching of College Students' Computer Foundation. The author pays attention to the renewal of the teaching content of the course, and actively carries out the reform and practice in teaching. Our teaching team has accumulated rich teaching experience and methods after years of practical teaching. This paper mainly comes from the author's many years teaching experience in basic computer education. Firstly, the author systematically analyzes the problems and causes in the teaching process of computer basic courses. Members of the teaching team actively carry out curriculum teaching reform and practice, carrying out online and offline hybrid teaching. The ultimate goal of teaching is to constantly improve the teaching quality and effect, improve the students' practical ability and office automation level. Students from different majors increase their core competitiveness of employment through systematic learning.

Research on Human Factors Reliability of Electric Power Enterprises Based on HFCRA Model

Based on Bayesian network, this paper establishes a human factor analysis tool-Human Factor Classification and Reliability Analysis (HFCRA) model, and analyzes the key factors of human error in power enterprises by combining the human events and data of power safety over the years The research shows that the root causes of human error in electric power enterprises are mainly organizational defects of external human factors and poor personal ability of internal human factors Among them, poor education, training, organizational culture and organizational management quality are the key sub-causes of organizational defects. The lack of basic operation skills and experience knowledge of operators is the key sub-cause of poor personal ability. We should focus on these two kinds of human factors and take corrective measures The internal and external factors of human factors have the characteristics of mutual restriction and transformation, so the occurrence of operational errors in power enterprises should be avoided systematically.

Assessment of the effectiveness of a course in major chemical incidents for front line health care providers: a pilot study from Saudi Arabia

BackgroundMass chemical exposure emergencies are infrequent but can cause injury, illness, or loss of life for large numbers of victims. These emergencies can stretch and challenge the available resources of healthcare systems within the community. Political unrest in the Middle East, including chemical terrorist attacks against civilians in Syria and increasing chemical industry accidents, have highlighted the lack of hospital preparedness for chemical incidents in the region. This study aimed to evaluate the effectiveness of a course designed to empower frontline healthcare providers involved in mass casualty incidents with the basic knowledge and essential operational skills for mass chemical exposure incidents in Saudi Arabia.MethodsA mixed-methods approach was used to develop a blended learning, simulation enhanced, competency-based course for major chemical incidents for front line healthcare providers. The course was designed by experts from different disciplines (disaster medicine, poisoning / toxicology, and Hazard Material Threat - HAZMAT team) in four stages. The course was piloted over five days at the Officers Club of the Ministry of Interior (Riyadh, Saudi Arabia). The 41 participants were from different government health discipline sectors in the country. Pre- and post-tests were used to assess learner knowledge while debriefing sessions after the decontamination triage session and simulation-enhanced exercises were used for team performance assessment.ResultsThe overall knowledge scores were significantly higher in the post-test (69.47%) than the pre-test (46.3%). All four knowledge domains also had significant differences between pre- and post-test results. There were no differences in the pre and post-test scores for healthcare providers from the different health disciplines. A one-year post-event survey demonstrated that participants were satisfied with their knowledge retention. Interestingly, 38.3% had the opportunity to put this knowledge into practice in relation to mass chemical exposure incidents.ConclusionDelivering a foundation level competency-based blended learning course with enhanced simulation training in major chemical incidents for front line healthcare providers may improve their knowledge and skills in response to such incidents. This in turn can improve the level of national preparedness and staff availability and make a crucial difference in reducing the health impacts among victims.

Aynı Üniversite Kliniğinden Mezun Olan Göğüs Hastalıkları Uzmanlarının Bronkoskopi Yetkinlikleri

Aim: One of the primary competencies of pulmonologists is bronchoscopy. Bronchoscopy is looking inside the lungs with a medical instrument and performing necessary procedures. There are various techniques and methods performed under local or general anesthesia with flexible or rigid devices aiming diagnosis and/or treatment. Bronchoscopic procedures are classified as basic (defining and diagnosing pulmonary conditions, basic operative skills, sampling skills etc) and advanced bronchoscopic procedures (such as rigid bronchoscopy, therapeutic bronchoscopy procedures etc). Today in our country, competency-based education has been adopted for medical specialty training. Core curriculum and minimum educational standards were defined. In this study, we aimed to determine the pulmonologists’ bronchoscopy competencies, potential variables and to evaluate training needs.Methods: A questionnaire was applied to pulmonologists in electronic environment. The questionnaire was including qualitative and quantitative questions such as the educational environment and opportunities, the number of procedures attended, or performed by themselves during and after their assistantship. Data on 11 first level (such as anatomy, mucosa, secretions, maneuvers, flexible bronchoscopy, endobroncial forceps biopsy) and 8 second level (such as foreign body removal, rigid bronchoscopy) seniority in bronchoscopist competencies were analyzed with MSExcel and SPSS softwares.Results: The mean age of 29 pulmonologists (14 female and 15 male) was 43.8 ± 6.9 years. Their graduation years from specialty training ranged from 1999 to 2017, with a median of 2008. According to the self-assessment results, basic bronchoscopist competencies were 7-76 % at the end of the specialty training. There was an insignificant improvement (14-86 %) throughout working as a specialist doctor. Advanced bronchoscopist competencies were 28-72 % at the end of the specialty training. There were some significant improvements only in the endobronchial ultrasonography (EBUS), endobronchial ultrasonographic fine needle aspiration (EBUS-FNA) and argon plasma coagulation competencies (APC) throughout working as a specialist doctor.Conclusions: It was evaluated that the basic bronchoscopist competencies of the pulmonologists are not at sufficient level. The results obtained in this study support the need for competency-based training. This study also emphasizes that more attention should be paid to continuous professional development after graduation.

Research on Curriculum Construction and Teaching Reform of Digital Electronic Technology

Digital electronic technology is a basic course for the majors of electronic information engineering, electrical engineering and automation, communication engineering, computer science and technology in the school of information and engineering of our university. It is also an important part of the three electricity courses (circuit analysis, analog electronic technology, digital electronic technology). The project is mainly based on project-based teaching, which is divided into basic projects, verification projects and design innovation projects. Specific requirements are put forward for project principle design, software simulation, physical welding, physical measurement and commissioning, etc, integrating EDA technology into theory teaching, flipped classroom (student lecture, student evaluation, student lecturer evaluation), process assessment methods, so that students have the basic knowledge and operation skills of digital electronic technology.

Use of Computer Simulation in Dental Training with Special Reference to Simodont.

Simulation-based dental education has been increasingly implemented in dental training. Virtual reality simulators are being explored as an adjunct to dental education. Simulation-based dental education could serve as a powerful aid to preclinical instruction. This article provides an overview of how dental simulators can be used in dental instruction and manual dexterity training, utilizing the Simodont dental trainer as a reference. The Simodont dental trainer provides a platform for students to hone their manual dexterity skills and practice repeatedly prior to conventional clinical simulations. Additionally, it can reduce resource wastage. However, the financial cost of setting up and maintaining the system can be high. The high cost would ultimately limit the number of devices each individual school could afford, as a potential drawback to meeting the training needs of many dental students at one time. The machine’s force-feedback mechanism provides trainees with the tactile experience of drilling into various tissues. Students are empowered via self-learning and assessment, with guidance provided for diagnosis and treatment. From training students on basic operative skills to providing basic aptitude tests for entrance examinations, the Simodont dental trainer’s functions and potential for further development may make it a valuable tool in the field of simulation-based dental education.

Cultivation of Students' Safety Consciousness in Analytical Chemistry Experiment

Analytical chemistry experiment is one of the basic courses of chemistry major. It mainly cultivates students' basic operation skills of analytical chemistry and lays a good foundation for the follow-up courses and actual work. However, there are security risks in the process of chemistry experiments. This article expounds the importance of the cultivating students’ safety consciousness, discusses the potential hazards in analytical chemistry experiments, and puts forward corresponding schemes for cultivating students’ safety awareness and proves their effectiveness.

Analysis of an Awareness Survey of Basic Tool Operational Skills of Learners in a One-to-One Computing Environment

Analysis of an Awareness Survey of Basic Tool Operational Skills of Learners in a One-to-One Computing Environment

Optimising technological literacy acquirement to protect privacy and security

ABSTRACT In the contemporary digital era, users may take actions which may affect their privacy and security without being aware of the consequences. Knowing the consequences, may be perceived as a higher level of usability, above the basic operational skills. This phenomenon is mainly a direct outcome of the gap between users’ knowledge and the complexity of the digital systems. The ability to master those systems is known as technological literacy, which thus is a critical factor to protect privacy and security. However, the process of acquiring technological literacy is costly and not trivial. In this research, we address the problem with a qualitative approach, and introduce a methodology named OTLA (Optimising Technological Literacy Acquirement) to achieve optimality between the cost of the teaching process and its benefits. We conducted an empirical study with n = 320 participants on five technological literacy issues, and showed that optimal solutions to this problem can be found. Thus, OTLA has a significant contribution to protecting users’ privacy and security in the digital world.

Ready for the robot? A cross-sectional survey of OB/GYN fellowship directors' experience and expectations of their incoming fellow's robotic surgical skills.

To describe OB/GYN fellowship directors' (FDs) observations, expectations, and preferences of incoming fellow's robotic surgery preparedness. Cross-sectional study. OB/GYN FDs in gynecologic oncology, minimally invasive gynecologic surgery, female pelvic medicine and reconstructive surgery, and reproductive endocrinology and infertility in the United States. 60 FDs answered the questionnaire. Participants completed an online questionnaire about their preferences and expectations of robotic surgery experience for incoming fellows. FDs observed that many incoming first-year fellows had a baseline understanding of robotic technology (60%) and robotic bedside assist experience (53%). However, few could perform more advanced robotic tasks; with FDs indicating fellows could infrequently robotically suture (18%), or perform the entire hysterectomy (15%). FDs reported higher composite observation than expectation scores (34.3 versus 22.2, p < 0.0001), and higher preference than expectation scores (34.0 versus 22.2, p < 0.0001). The composite expectation score of high-volume divisions was greater than of low-volume divisions (23.7 versus 14.0, p = 0.04). Among the domains identified, FDs most strongly preferred their fellows be able to bedside assist, have a basic understanding of robotic technology, and have basic robotic operative skills. While incoming fellows have more robotic skill than their FDs expect, few are deemed competent to independently operate the robot. Higher volume robotic surgery divisions have higher expectations of the robotic skills of their incoming fellows compared to low-volume divisions; however, FDs neither expected nor preferred their incoming fellows to be fully competent in all aspects of robotic surgery.

An Observation of a Resident-as-Teacher Combined with Tutor Guided Hysteroscopy Teaching Program for Standardized Residency Training (SRT) in Obstetrics and Gynecology.

Objectives The standardized residency training (SRT) program in China is an important link for continuing education and clinical work training for graduate students. The purpose of our study was to enable educators to maintain the effectiveness of hysteroscopy teaching techniques and make the standardized residency training students well experienced in surgery, thus demonstrating that higher efficiency of teaching can lead to better proficiency for surgery. Methods We generated resident-as-teacher teaching round and tutor guided hysteroscopic surgery as well as a questionnaire based on the mastery degree of the basic theoretical knowledge and operational skills of hysteroscopy among seven junior residents and five senior residents of the Obstetrics and Gynecology Department, including four attending gynecologic surgeons of a hysteroscopy teaching program. Results Senior residents felt confident to teach, while junior residents learned effectively through the teaching round. There were statistically significant differences in the whole operation time and the volume of distension fluid used between junior and senior residents (p < 0.05). Conclusions This study acknowledges the need for new approaches to medical education for better characterization of the link between the use of teaching rounds through problem-based learning (PBL) discussion dominated by the residents themselves and overall surgical skills of teaching and learning.

Evidence to support the early introduction of laparoscopic suturing skills into the surgical training curriculum

BackgroundThe objectives of this study were to investigate the relationship between the acquisition of laparoscopic suturing skills and other operative laparoscopic skills and to provide evidence to determine ideal time and duration to introduce laparoscopic suturing training.MethodsThe first part of the study explored the relationship between the acquisition of laparoscopic suturing skills and proficiency of other operative laparoscopic skills. The second part of the study consisted of an opinion survey from senior and junior trainees on aspects of training in laparoscopic suturing.ResultsOne hundred twenty-eight surgical trainees participated in this study. The total scores of task performance of 57 senior surgical trainees in laparoscopic suturing skills consisting of needle manipulation and intracoporeal knot tying were improved significantly after the training course (46.9 ± 5.3 vs 29.5 ± 9.4, P < .001), the improvement rate was 59%. No statistically significant correlations were observed between intracorporeal laparoscopic suturing skills and proficiency in the basic laparoscopic manipulative skills assessed before (r = 0.193; P = 0.149) and after (r = 0.024; P = 0.857) the training course. 91% of senior trainees and 94% junior trainees expressed that intracorporeal suturing should be introduced at an early stage of the training curriculum.ConclusionsThere was no statistically significant correlation between the performance on basic operative laparoscopic skills (non-suturing skills) and laparoscopic suturing skills observed in this study. The acquisition of basic laparoscopic skills is not a prerequisite for training in intracorporeal suturing and it may be beneficial for the surgical trainees to learn this skill early in the surgical training curriculum. Surgical trainees want to learn and practice laparoscopic suturing earlier than later in their training.

Assessment of Basic Ankle Arthroscopy Skills in Orthopedic Trainees.

There is increasing emphasis on assessing resident competency, but little has been published on how to best evaluate trainee competency for ankle arthroscopy. The purpose of this study was to validate an objective model for assessing basic ankle arthroscopy knowledge and operative skills on a cadaveric ankle. The Diagnostic Ankle Arthroscopy Skills Scoring System was adapted from previously validated assessment tools for knee arthroscopy. The scoring system included (1) an oral questionnaire (0-23 points), (2) an operative task-specific checklist (0-19 points), and (3) a global operative skills rating (12-60 points). Thirty-three trainees consisting of orthopedic residents and medical students performed a diagnostic ankle arthroscopy on a cadaveric ankle and were assessed by a single observer, while a subset were tested by 2 evaluators to determine interobserver reliability. There was strong correlation between educational level and scores on the global operative skills rating scale (r = 0.967, P < .0001), task-specific checklist (r = 0.815, P < .815), and oral questionnaire (r = 0.896, P < .0001). The global operative skills scores significantly improved with training level, and the largest difference was between medical students and senior residents. The most notable year-to-year increases in skill were between postgraduate year (PGY) 1 and 2 (P < .01) and between PGY2 and PGY3 (P < .05). Oral questionnaire and task-specific checklists were significantly lower for medical students than PGY1 residents (P < .001). There was also significant improvement in the oral questionnaire between senior and junior residents (P < .05). There was a moderate correlation between number of self-reported ankle arthroscopy cases and scores on the global operative skills score (r = 0.7019, P < .0001). Interobserver reliability was high for the global operative skills scores (interclass correlation coefficient = 0.89). The study revealed a valid measure to objectively assess trainees' ankle arthroscopy clinical knowledge and operative skills in a bioskills laboratory. This tool should enable residency programs to evaluate competency and track individual trainee progress over time.