Procedure-based assessments in trauma and orthopaedic training--The trainees' perspective.

INTRODUCTION The study aimed to gain an understanding of the attitudes of trauma and orthopaedic (T&O) trainees regarding procedure-based assessments (PBAs) and identify factors that influence any perceived educational benefit. METHODS AND MATERIALS A questionnaire was emailed to all T&O trainees in the UK via an established e-mail communication tool after an initial pilot exercise. The data were analysed using the online survey software. RESULTS Of the 616 trainees included 53% found PBAs useful as a learning tool for delivery of feedback. Trainees agreed that there were barriers to the successful use of PBAs (61%). Completing the PBA at the time of the procedure (p < 0.001) and the trainer delivering quality feedback with PBAs (p < 0.001) significantly increased the number of trainees perceiving an improvement in their practice. Completing higher numbers of PBAs did not have this effect (p = 0.26). There was wide geographical variation in the use of PBAs by trainees. CONCLUSIONS This is the first nationwide study offering a deeper insight into factors influencing T&O trainees' perceptions of the educational benefit gained from using PBAs. This study informs the debate on how to improve the effective use of PBAs in T&O training, and generally, of workplace-based assessments in surgical training.