Comprehensive Model for Evaluation of Surgical EPAs

Introduction. Competency-based medical education (CBME) frameworks have become increasingly prevalent among surgical education accreditation bodies. Medical schools, postgraduate training programs, and licensing bodies conduct assessments to certify the competence of future practitioners, and judge the adequacy of training programs. Methods. A prospective cohort study was designed to evaluate clinical-surgical competencies in all residents of a general surgery program. All medical residents of the general surgery program of the Faculty of Medicine and Biomedical Sciences at the Autonomous University of Chihuahua, were video recorded with consent, in the field (Outpatient consultation, Surgical ward, Inpatient room, Classroom), for posterior evaluation by the professors of the program with electronic rubrics made with Google forms.

A prospective cohort study was designed to evaluate clinical-surgical competencies in residents of the general surgery program during the 2020-2021 academic year at a single, secondary care, public medical institution. For this purpose a previously validated instrument for the comprehensive evaluation of clinical-surgical competencies was used (9), which considered five dimensions, derived from the Single Plan for Medical Specialties in terms of 1-3) Clinical-surgical care (preoperative, transoperative and postoperative management), 4) Search and transfer of knowledge, and 5) Research proficiency. Each instrument was composed of 6 to 7 items, graduated in four levels of achievement; a) responsive, b) resolutive, c) autonomous, and d) strategic. All surgery residents were video recorded with consent, in the field (Outpatient consultation, Surgical ward, Inpatient room, Classroom) for posterior self-evaluation, co-evaluation and hetero-evaluation with electronic rubrics made with Google forms.