| dc.description.abstract | Feedback plays a crucial role in medical education and teaching of procedural skills.
Developing high levels of competence in the execution of surgical procedures through
training is a key factor for obtaining good clinical results in healthcare. To improve the
effectiveness of the training, it is advisable to provide feedback to each student tailored to
how the student has performed the procedure on each occasion. Current state-of-the-art
feedback, commonly delivered under the mentor-apprentice model, is based on Checklists
and Global Rating Scales, which indicate whether all process steps have been carried out
and the quality of each execution step. However, there is a process perspective that is
not captured successfully by these instruments, e.g., steps performed, but in an undesired
order, group of activities that are repeated an unnecessary number of times, or an excessive
transition time between two consecutive steps.
In this research, we propose a novel use of process mining techniques to effectively
identify desired and undesired process patterns regarding rework, the order in which activities
are performed, and time performance, in order to complement the tailored feedback
for surgical procedures using a process perspective. The approach is detailed in a general
way so that it can be replicated in any surgical procedure and then it is detailed how it was
effectively applied to analyze a real case of ultrasound-guided Central Venous Catheter
placement training. It was quantitatively and qualitatively validated that the students who
participated in the training program value the impact that the process-oriented feedback
has on their learning. As future work, it is expected to be able to evaluate the impact of
the process-oriented feedback on student learning. | |
