EVALUATION OF PERFORMANCE Prof. Mohamed Ezzat Moemen Founder of Anaesthesia & Intensive Care, Faculty of Medicine, Zagazig University
What do you expect to learn from this lecture?
the end of this lecture you will be able
define a new paradigm of clinical performance,
know how it can be implemented,
know how to achieve clinical competence,
know how to evaluate clinical performance.
performing number of cases, completing number of years, a core of learning by doing,
competence-based knowledge, technical & non-technical skills, Affection : attitude & behavior.
TOT = Patient Safety
Change in Practice
TOT frame Scientific supervisor
Requirements for Implementation Change
Institution & Individuals:
Tools context lectures
The Feedback Dialogue Fuel
between trainer and trainee,
of the evaluation process,
Reflection Informal Motion
of the positive and negative,
& formal process, not an event,
of trainer round the learning cycle.
Domains of Supervision
Domains of Supervision Types: Clinical & Educational, Examples: Appraisal, Mentoring, Coaching, In Practice: The 7 C’s:
Conversation Curiosity Contexts Complexity Creativity Caution Care
Promotion of Learning
Miller's Pyramid Educational Model
The Cycle of Appraisal
KOLB’S Learning Cycle
Pendleton Rules Learner
is ready for feedback,
says what he did well,
says that he did well,
says what should be improved,
shows how it can be improved,
for improvement is agreed upon,
and agenda for next dialogue.
The Competence Model Unconscious
Log – Book is checked periodically
Learning in the OR A
challenge context for learning,
is willing to learn,
is prepared and oriented,
skills and affections are the
Evaluation Aspects Evaluation
Needs: Costs, change of culture
What to Evaluate? The SMART Learning Process
How to evaluate? OSCE Real Pre
– and Post - testing
Evaluation of Performance Goals:
To give feedback on past performance, To chart continuing progress, To identify developmental needs, To prevent developing problems, To root out poorly performing doctors, To help re-validation, re-licensing and re – certification.
Evaluation of knowledge
Evaluation of Skills Training devices, Simulators, Real patients, Pretest & post test, OSCE.
Evaluation of Non-technical Skills OSCE:
Ethics and communication skills, Dynamic decision – making,
Observation of attitude, Safety Attitude Questionnaire, Observation of behavior, Incident Report.
Evaluation of Technical Skills Doctor – Patient interaction:
Difficult Airway, Vascular Access, CPR, Pre – and Post – Testing,
Doctor – Machine interaction:
Anaesthetic Machine & ventilators, adjuncts,…
Evaluation of Performance in Anaesthesia
History: Ethics and communication skills, Examination: knowledge, Investigations: decision – making.
Anesthesia machine, ventilators, monitors, adjuncts, Skills: technical and non-technical.
Knowledge, skills and affection.
FDRTPC including BLS Evaluation
by PRE- and POST-
TESTING, Course Content, Trainers, Trainees, Implementation, Evaluation,
Conclusions The new paradigm of performance is of value. Its core is a change in culture and feedback. The SMART learning process should be
simple and cost – effective.
Education should aim at
skill acquisition knowledge retention and attitude development.
dynamic decision-making and human-machine interaction
is of benefit for
the organization, the line-manager and the job-holder.