Development of the GPSE: a tool to improve feedback on procedural skills in residency.
OBJECTIVE
Learning procedural skills requires supervised practice with feedback. Observation of performance provides an opportunity for feedback, but the quality of feedback is often poor. We developed an instrument to improve feedback during procedural skills training in residency.


METHODS
The Global Procedural Skills Evaluation (GPSE) was drafted based on qualitative date from field notes and literature on procedural skills training. Interview and focus group data described the current state of feedback and guided revisions to the instrument. An iterative process incorporated evidence from education research and input from teachers and learners to optimize the credibility and dependability of the instrument.


RESULTS
The final GPSE includes a self-assessment prompt, five criteria (items) assessing performance, a rating scale quantifying the degree of intervention by the teacher, a global assessment, a rating of case difficulty, and suggestions for improvement.


CONCLUSIONS
The GPSE is designed to improve feedback during procedural skills training and encourage learner self-assessment. Its development process may be of interest to those who use or produce performance assessment tools.
Nothnagle
Melissa
M
Department of Family Medicine, Alpert Medical School, Brown University, RI 02860, USA. melissa_nothnagle@brown.edu
Reis
Shmuel
S
Goldman
Roberta
R
Diemers
Agnes
A
D057189:Checklist; D002983:Clinical Competence / Q000592:standards*; D005246:Feedback; D017144:Focus Groups; D006786:Hospitals, Urban; D006801:Humans; D007396:Internship and Residency; D007407:Interviews as Topic; D012196:Review Literature as Topic; D014481:United States