Self-assessment in simulation-based surgical skills training.
BACKGROUND
Simulation-based training provides minimal feedback and relies heavily on self-assessment. Research has shown medical trainees are poor self-assessors. The purpose of this study was to examine trainees' ability to self-assess technical skills using a simulation-trainer.


METHODS
Twenty-one medical students performed 10 repetitions of a simulated task. After each repetition they estimated their time and errors made. These were compared with the simulator data.


RESULTS
Task time (P < 0.0001) and errors made (P < 0.0001) improved with repetition. Both self-assessment curves reflected their actual performance curves (P < 0.0001). Self-assessment of time did not improve in accuracy (P = 0.26) but error estimation did (P = 0.01) when compared with actual performance.


CONCLUSIONS
Novices demonstrated improved skill acquisition using simulation. Their estimates of performance and accuracy of error estimation improved with repetition. Clearly, practice enhances technical skill self-assessment. These results support the notion of self-directed skills training and could have significant implications for residency training programs.
MacDonald
Jeannie
J
Department of Surgery, Southern Illinois University School of Medicine, PO Box 19638, Springfield, IL 62794-9638, USA. macdp@hotmail.com
Williams
Reed G
RG
Rogers
David A
DA
D002983:Clinical Competence; D003198:Computer Simulation; D004504:Education, Medical, Undergraduate / Q000379:methods; D018961:Educational Technology; D013502:General Surgery / Q000193:education*; D006801:Humans; D019060:Minimally Invasive Surgical Procedures / Q000193:education*; D008962:Models, Theoretical; D012647:Self-Assessment; D012655:Self-Evaluation Programs