Objectives: Surgical training programs are starting to experiment with video-based assessment (VBA) of residents' technical skills. VBA may limit the effect of interpersonal bias on assessment scores. However, before VBA is implemented widely, stakeholders' perceptions ought to be explored, including potential benefits and challenges.
Methods: Using the qualitative methods of hermeneutical phenomenology, the authors explored both trainee and faculty educators' perspectives on VBA using semi-structured interviews. Participants were recruited from the Department of Obstetrics and Gynecology at the University of Toronto. Data underwent thematic analysis and was validated by the investigator and theoretical triangulation.
Results: The authors interviewed 9 physicians (5 faculty and 4 residents). Four dominant themes were identified, including advantages compared to traditional methods, the role of feedback and coaching, challenges integrating VBA, and considerations for implementation.
Conclusions: Surgical trainees and faculty feel that VBA is a worthy tool to advance equity and fairness in assessment, but felt it was better as a vehicle for feedback and coaching. VBA cannot be used as a standalone assessment metric without additional evidence for its validity. If implemented, residency programs can use VBA as an adjunct to other evaluation measures to facilitate coaching, provide asynchronous feedback, and limit assessment bias.
Keywords: innovation; residency training; surgical education.
Copyright © 2023. Published by Elsevier Inc.