Development of the GPSE: A tool to improve feedback on procedural skills in residency

Melissa Nothnagle*, Shmuel Reis, Roberta Goldman, Agnes Diemers

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Background and Objectives: Learning procedural skills requires supervised practice with feedback. Observation of performance provides an opportunity for feedback, but the quality of feedback is often poor. We developed an instrument to improve feedback during procedural skills training in residency. Methods: The Global Procedural Skills Evaluation (GPSE) was drafted based on qualitative date from field notes and literature on procedural skills training. Interview and focus group data described the current state of feedback and guided revisions to the instrument. An iterative process incorporated evidence from education research and input from teachers and learners to optimize the credibility and dependability of the instrument. Results: The final GPSE includes a self-assessment prompt, five criteria (items) assessing performance, a rating scale quantifying the degree of intervention by the teacher, a global assessment, a rating of case difficulty, and suggestions for improvement. Discussion: The GPSE is designed to improve feedback during procedural skills training and encourage learner self-assessment. Its development process may be of interest to those who use or produce performance assessment tools.

Original languageAmerican English
Pages (from-to)507-513
Number of pages7
JournalFamily Medicine
Issue number7
StatePublished - Jul 2010
Externally publishedYes


Dive into the research topics of 'Development of the GPSE: A tool to improve feedback on procedural skills in residency'. Together they form a unique fingerprint.

Cite this