Registry-based Trainee Assessments: Leveraging a Quality Collaborative for Surgical Education

Jonah D. Thomas, Aldo Fafaj, Samuel J. Zolin, Michael J. Rosen, Jeremy M. Lipman, Judith C. French, Ajita S. Prabhu, David M. Krpata, Steven Rosenblatt, Charlotte M. Horne, Cathleen Khandelwal, Clayton C. Petro

Research output: Contribution to journalArticlepeer-review


Introduction: We present our experience developing and embedding a registry-based module for resident feedback. Methods: At our institution, entering operative data into the institutional quality collaborative registry is standard practice. In February 2019, a surgical education module was embedded into the registry to capture procedure-specific resident operative assessments. Faculty engagement with the sugical education module was assessed during its first year in existence (February 2019-February 2020). Results: In total, 1074 of 1269 (85%) operative assessments were completed by 27 faculty via the surgical education registry module. Median faculty engagement rate with the module following resident-assisted procedures was 91% [IQR 76%-100%]. Residents received a median of 7 operative assessments [IQR 2-19] over the study period. Conclusion: By embedding a surgical education module into an existing surgical quality collaborative registry, procedure-specific operative assessments can be routinely captured.

Original languageEnglish (US)
Pages (from-to)136-144
Number of pages9
JournalJournal of Surgical Research
StatePublished - Dec 2021

All Science Journal Classification (ASJC) codes

  • Surgery


Dive into the research topics of 'Registry-based Trainee Assessments: Leveraging a Quality Collaborative for Surgical Education'. Together they form a unique fingerprint.

Cite this