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The use of stereoscopic imaging can provide additional depth cues that may increase trainee performance on surgical tasks, but it has yet to be evaluated using a validated surgical skill system.
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To incorporate the use of an intuitive and robust assessment tool in conjunction with the Next Accreditation System Milestones to maximize opportunities for trainee performance feedback and continuous trainee assessment, with the long-term goal of increasing the rate of performance improvement and mastery of knowledge and surgical skills.
There is a paucity of objective methods for evaluating trainee performance and comparing ERCP accessories.
It is increasingly important for faculty to teach deliberately and provide timely, detailed, and formative feedback on surgical trainee performance.
Using these two input control methods, user training evaluation experiments were designed and conducted to evaluate trainee performance.
With increasing expertise, assessors typically became more efficient in obtaining a good representation of performance and provide richer and more interpretative descriptions of trainee performance.
Raters used different schemas in judging trainee performance.
They are trained in assessment of trainee performance.
Experienced raters paid significantly more attention to task-specific factors in assessing trainee performance.
T1 represents the time needed for problem representation, i.e. initial representation of trainee performance.
Most raters started to develop person schemas the moment they began to observe trainee performance.
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