Utilization of standardized patients to evaluate clinical and interpersonal skills of surgical residents

Background. This project was designed to determine the growth of interpersonal skills during the first year of a surgical residency. Methods. All categorical surgical residents were given a clinical skills examination of abdominal pain using standardized patients during their orientation (T1). The categorical residents were retested after 11 months (T2). The assessment tool was based on a 12-item modified version of the 5-point Likert Interpersonal Scale (IP) used on the National Board of Medical, Examiners prototype Clinical Skills Examination and a 24-item, done-or-not-done, history-taking checklist. Residents' self-evaluation scores were compared to standardized patients' assessment scores. Data were analyzed using the Pearson correlation coefficient,. Wilcoxon signed rank test, Student t test, and Cronbach alpha. Results. Thirty-eight categorical residents were evaluated at TI and T2. At T1, in the history-taking exercise, the scores of the standardized patients and residents correlated (Pearson =.5415 P =. 000). In the interpersonal skills exercise, the scores of the standardized patients and residents did not correlate (Pearson = -0. 238, P =.150). At T2, there was a significant improvement in the residents' self-evaluation scores in both the history-taking exercise (t = -3.280, P =.002) and the interpersonal skills exercise (t = 2.506, P = 0. 017). In the history-taking exercise, the standardized patients' assessment scores correlated with the residents' se self-evaluation scores (Pearson = 0. 5615 P =. 000). In the interpersonal skills exercise, the standardized patients' assessment scores did not correlate with the residents' self-evaluation scores (Pearson = 0.0785 P =.646). Conclusions. Surgical residents demonstrate a consistently low level of self-awareness regarding their interpersonal skills. Observed improvement in resident self-evaluation may be a function of growth in self-confidence.