Competency Assessment of General Surgery Trainees: A Perspective From the Global South, in a CBME-Naive Context

D Nel; L McNamee; M Wright; A A Alseidi; L Cairncross; E Jonas; V Burch

doi:10.1016/j.jsurg.2023.06.027

Competency Assessment of General Surgery Trainees: A Perspective From the Global South, in a CBME-Naive Context

J Surg Educ. 2023 Oct;80(10):1462-1471. doi: 10.1016/j.jsurg.2023.06.027. Epub 2023 Jul 13.

Authors

D Nel¹, L McNamee², M Wright³, A A Alseidi⁴, L Cairncross⁵, E Jonas⁵, V Burch⁶

Affiliations

¹ Department of Surgery, Groote Schuur Hospital and University of Cape Town, Cape Town, South Africa. Electronic address: danielnel87@gmail.com.
² Center for Higher Education Development, University of Cape Town, Cape Town, South Africa.
³ Department of Radiodiagnosis, Tygerberg Hospital, University of Stellenbosch, Cape Town, South Africa.
⁴ Department of Surgery, University of California, San Francisco, California.
⁵ Department of Surgery, Groote Schuur Hospital and University of Cape Town, Cape Town, South Africa.
⁶ Department of Medicine, Groote Schuur Hospital and University of Cape Town, and the Colleges of Medicine of South Africa, South Africa.

PMID: 37453897
DOI: 10.1016/j.jsurg.2023.06.027

Abstract

Objective: Before proceeding with local implementation of competency-based medical education-related assessment practices designed and evaluated in the Global North, we sought to challenge the assumption that this would be perceived as both necessary and acceptable in our context where training and assessment is based on a traditional, knowledge-focused approach. The aim of this study was to determine the perspectives of general surgery trainees and consultants towards the assessment of competence, how this has been achieved previously, and how it should be performed in the future at the University of Cape Town (UCT), South Africa.

Design: Semi-structured interviews were conducted with consultants and trainees. Interviews were transcribed and then analyzed using a Reflexive Thematic Analysis approach.

Setting and participants: Ten consultants (5 senior and 5 junior) and 10 trainees (5 South African and 5 international) from the Division of General Surgery at UCT in August 2022.

Results: Five unique themes were developed: (1) Assessment of competence is essential, (2) competence includes multiple domains of practice, (3) a surgeon must be able to operate, (4) previously used methods were inadequate to assess competence, and (5) frequent assessment with feedback is desired. The themes were considered in the context of Situated Learning Theory, particularly Communities of Practice and their role in the training for, and authentic assessment of, competence in general surgery trainees.

Conclusions: Participants described a need to develop and implement a new competency assessment program for general surgery training in this context, which is aligned with described competency-based medical education principles. Thoughtful integration of the formative and summative use of direct observation in the workplace, with a clear emphasis on procedural ability and the provision of high-quality feedback, may enhance the successful implementation of a strategy for competency-based assessment in general surgery training programs.

Keywords: competence assessment; postgraduate training; qualitative research; surgical education; surgical equity.

MeSH terms

Clinical Competence
Competency-Based Education / methods
Humans
Internship and Residency*
Program Evaluation
Surgeons*