Virtual Non-Technical Skills Assessment Training is an Effective, Scalable Approach for Novice Raters

Y OBJECTIVES: The COVID-19 pandemic has forced a creative transition to virtual platforms due to physical distancing and travel restrictions. We designed and tested a highly scalable virtual training curriculum for novice raters using the Oxford NOTECHS non-technical skills rating system. DESIGN: A three-day training course comprising virtual didactics, virtually facilitated simulations, and independent live observations was implemented. NOTECHS scores were submitted for eleven standardized video simulations and four live operations. Intraclass correlation coefficients (ICCs) were calculated for total NOTECHS scores and subcomponent scores. Raters previously trained in-person with the same standardized videos served as a comparator group for equivalence testing. SETTING: All study activities were conducted in a large academic tertiary referral center in Singapore as part of an ongoing surgical safety initiative. PARTICIPANTS: Seven staff members underwent training (three virtually and four in-person). None had prior surgical experience or non-technical skills assessment training. RESULTS: ICCs for total NOTECHS scores were 0.85 (95% CI, 0.73-0.98) for virtually trained raters and 0.83 for those trained in-person (95% CI, 0.68-0.99). Scores were equivalent between groups within a 10% margin. CONCLUSIONS: Non-technical skills assessment can be reliably taught in a highly scalable virtual format. Virtual NOTECHS training is a valuable tool for educational and quality improvement initiatives during the COVID-19 pandemic and for centers that lack ready access to onsite non-technical skills training expertise. ((C) 2021 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Automated summary

The study team designed and tested a scalable virtual training curriculum for novice raters, successfully utilizing virtual platforms to teach the non-technical skills rating system. Results showed that virtual training was comparable to traditional in-person training, providing a valuable tool for educational and quality improvement initiatives during the pandemic and for centers lacking access to on-site training resources.