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Advancements in Surgical Performance Evaluation and Feedback

  • Education (G Badalato and E Margolin, Section Editors)
  • Published:
Current Urology Reports Aims and scope Submit manuscript

Abstract

Purpose of Review

How today’s urology trainees acquire surgical skills has changed dramatically due to multiple forces placing strain on the graduate medical education mission. The development of workplace-based assessments that deliver feedback while capturing performance data has led to a paradigm shift toward individualized learning.

Recent Findings

Delivering feedback that drives surgical skill development requires the educator to provide a meaningful assessment of the learner after an operative experience. Workplace-based assessment involves direct observation of routine clinical practice and has become a central component of competency-based medical education.

Summary

Urology has the chance to fully embrace competency-based medical education, employing robust feedback mechanisms and workplace-based assessments. We must first define what it means to be a proficient urologist and design an assessment system that captures this collective sentiment. This can only be done through effective engagement and collaboration with stakeholders across our specialty.

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Authors and Affiliations

  1. Department of Urology, University of Michigan, 1500 E. Medical Center Drive, SPC 5330, Ann Arbor, MI, 48105, USA

    Kate H. Kraft

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  1. Kate H. Kraft
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Correspondence to Kate H. Kraft.

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Conflict of Interest

Dr. Kraft has no conflicts of interest or disclosures relevant to this review. She is a volunteer for the Society for Improving Medical Professional Learning.

Human and Animal Rights and Informed Consent

This review does include human or animal subjects research.

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Kraft, K.H. Advancements in Surgical Performance Evaluation and Feedback. Curr Urol Rep 24, 11–15 (2023). https://doi.org/10.1007/s11934-022-01134-5

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