How can surgeons facilitate resident intraoperative decision-making?

The Many Faces of Good Operating Room Supervision: Supervisors' and Residents' Perspectives After Operating Together

OBJECTIVE

Effective operating room (OR) learning requires surgical and surgical-educational skills. Current insights into educational skills of surgical educators are derived from general perceptions of supervisors and residents via survey and interview studies. This study aims to provide insight into what educators and residents perceive as good OR supervision behavior based on actual day-to-day collaboration. Additionally, it seeks to explore the underlying goals of good OR supervision and to identify relations between good OR supervision behavior and underlying goals DESIGN: 16 supervisor-resident dyads performing a procedure were video recorded. Directly after the procedure educators and residents independently identified 3 moments of what they perceived as good supervision. During subsequent video-stimulated interviews, they elaborated on why they selected those moments. Thereafter, a qualitative thematic analysis was performed.

SETTING

Four common surgical procedures performed by a resident under supervision of a general or orthopedic surgeon in 6 different teaching hospitals in the Netherlands.

PARTICIPANTS

16 unique supervisor-resident dyads were included in a convenient sample.

RESULTS

Analysis yielded 13 different codes identifying supervisor behaviors and 6 underlying goals of good OR supervision. Which strategy surgical educators use to achieve one of the underlying goals is situation-dependent.

CONCLUSIONS

Good supervision is situated and needs to be updated as procedures progress. There is no one-on-one relation between types of good supervision behavior and the underlying goals. As such, a fixed template for effective OR supervision does not exist.

Defining Practice Readiness in Pediatric Surgery Fellowship: A Qualitative Analysis

INTRODUCTION

While competency-based training is at the forefront of educational innovation in General Surgery, Pediatric Surgery training programs should not wait for downstream changes. There is currently no consensus on what it means for a pediatric surgery fellow to be "practice-ready". In this study, we aimed to provide a framework for better defining competency and practice readiness in a way that can support the Milestones system and allow for improved assessment of pediatric surgery fellows.

METHODS

For this exploratory qualitative study, we developed an interview guide with nine questions focused on how faculty recognize competency and advance autonomy among pediatric surgery fellows. Demographic information was collected using an anonymous online survey platform. We iteratively reviewed data from each interview to ensure adequate information power was achieved to answer the research question. We used inductive reasoning and thematic analysis to determine appropriate codes. Additionally, the Dreyfus model was used as a framework to guide interpretation and contextualize the responses. Through this method, we generated common themes.

RESULTS

A total of 19 pediatric surgeons were interviewed. We identified four major themes from 127 codes that practicing pediatric surgeons associate with practice-readiness of a fellow: skill-based competency, the recognition and benefits of struggle, developing expertise and facilitating autonomy, and difficulties in variability of evaluation. While variability in evaluation is not typically included in the concept of practice readiness, assessment and evaluation were described by study participants as essential aspects of how practicing pediatric surgeons perceive practice readiness and competency in pediatric surgery fellows. Competency was further divided into interpersonal versus technical skills. Sub-themes within struggle included personal and professional struggle, benefits of struggle and how to identify and assist those who are struggling. Autonomy was commonly stated as variable based on the attending.

CONCLUSION

Our analysis yielded several themes associated with practice readiness of pediatric surgery fellows. We aim to further refine our list of themes using the Dreyfus Model as our interpretive framework and establish consensus amongst the community of pediatric surgeons in order to define competency and key elements that make a fellow practice-ready. Further work will then focus on establishing assessment metrics and educational interventions directed at achieving such key elements.

Perceptions and Guiding Strategies to Regulate Entrusted Autonomy of Residents in the Operating Room: A Systematic Literature Review

OBJECTIVE

To provide a systematic literature review of intraoperative entrusted autonomy for surgical residents. Specifically, perceptions from residents and supervising surgeons, supervising behavior and influencing factors on intraoperative teaching and learning are analyzed.

BACKGROUND

Increasing demands on surgical training and the need for effective development of technical skills, amplify the importance of making the most of intraoperative teaching and learning opportunities in the operating room. It is critical for residents to gain the greatest benefit from every surgical case and to achieve operative competence.

METHODS

A systematic literature search identified 921 articles from 2000 to 2022 that addressed surgical education/training, intraoperative supervision/teaching, autonomy and entrustment. 40 studies with heterogeneous designs and methodologies were included.

RESULTS

Four themes were established in the analysis: patient safety, learner, learning environment and supervising surgeon. The patient is identified as the primary responsibility during intraoperative teaching and learning. Supervisors continuously guard patient safety as well as the resident's learning process. Ideal intraoperative learning occurs when the resident has optimal entrusted autonomy during the procedure matching with the current surgical skills level. A safe learning environment with dedicated time for learning are prerequisites for both supervising surgeons and residents. Supervising surgeons' own preferences and confidence levels also play an important role.

CONCLUSIONS

This systematic literature review identifies patient safety as the overriding principle for supervising surgeons when regulating residents' entrusted autonomy. When the supervisor's responsibility toward the patient has been met, there is room for intraoperative teaching and learning. In this process the learner, the learning environment and the supervising surgeon's own preferences all intertwine, creating a triangular responsibility. This review outlines the challenge of establishing an equilibrium in this triangle and the broad arsenal of strategies supervising surgeons use to keep it in balance.

Can Good Intraoperative Judgement Be Taught?: Pediatric Neurosurgeons' Pedagogical Approaches to Training Residents on Intraoperative Decision-Making

OBJECTIVE

To explore how pediatric neurosurgeons train residents in developing intraoperative decision-making judgement.

DESIGN

This study used the Grounded Theory Method in its study design. In-depth interviews were conducted with pediatric neurosurgeons about their approaches to training residents in intraoperative decision making. Data was analyzed line-by-line with codes and categories emerging from participants narratives.

SETTING & PARTICIPANTS

Twenty-six pediatric neurosurgeons from 12 countries were interviewed using video-conferencing technology.

RESULTS

Pediatric Neurosurgeons used a variety of training approaches that included pre-surgery discussions, didactic communication during surgery, post-surgery debriefing, allowing residents to model and observe their own intraoperative behaviors, using case studies to teach, and ongoing mentorship. In addition, they encouraged residents to ask for help when needed and emphasized the importance of empathy as a surgeon. Challenges to training residents included the notion that decision-making could only be learned through personal experience, the trainee's personality, and an over-reliance on algorithms and standardized medicine.

CONCLUSIONS

Training neurosurgical residents about intraoperative decision-making appears to be ad-hoc and dependent on both the institution and the availability and willingness of senior surgeons to make this a part of their pedagogy. Surgical departments could use these findings to reflect on their own teaching practices and explore whether they wish to teach these skills more explicitly, and in what ways these skills can be best taught to residents.

A Grounded Theory of Intraoperative Team Members' Decision Making Regarding Surgical Attire Guideline Adherence

Surgical attire guidelines (SAGs) assist perioperative nurses with minimizing the risk of patients developing surgical site infections. However, some intraoperative team members fail to fully adhere to SAGs, which may put patients at risk. Because there is a lack of published literature on the reasons for intraoperative team members' SAG nonadherence, I undertook a grounded theory study to explore the decision making of intraoperative team members related to the AORN SAG. The resulting model identifies the factors that affect decision making regarding SAG adherence, including personal identity needs, adherence anchoring activities, SAG awareness, direction from authority figures and organizations, guideline evidence strength, and resource availability. After weighing the influence of each factor, team members decide to what extent they will adhere to the SAG. The theory also provides guidance for enhancing adherence decisions.

Impact of targeted trainer feedback via video review on trainee performance of laparoscopic cholecystectomy

INTRODUCTION

Tools for improving operative performance for surgical trainees are increasingly desirable, particularly in the context of EWTD and 'run-through' training programmes. In addition, positive direct trainer feedback to trainees can improve skill acquisition and motivation, whilst negative feedback may have the opposite effect.¹ We aimed to examine the impact of targeted trainer feedback based on video analysis on trainee confidence and objective operative performance in laparoscopic cholecystectomy.

METHODS

Selected procedures designated as training cases were recorded. These were assessed by the trainers using the Independence-Scaled Procedural Assessment Score for laparoscopic cholecystectomy. Targeted feedback based on video review of selected procedures was then delivered by the trainers to the trainees. Trainees completed a self-reported questionnaire based on their response to this feedback. Subsequent to the feedback intervention, further training procedures were recorded and assessed.

RESULTS

A total of 6 trainees and 4 trainers participated in the study. For the pre-intervention assessment 15 cases were recorded, with a further 13 for the post-intervention assessment (total n = 28). The overall scores for the procedures performed post video feedback were improved, with a trend towards statistical significance (p = 0.08). However, there was a statistically significant improvement in the scores for performance of the triangle of Calot dissection after the feedback intervention (p = 0.009). The response rate to the questionnaire was 100%, with all trainees agreeing that they felt more confident and competent after the feedback intervention.

CONCLUSION

Targeted feedback to trainees based on post-procedure video review improves trainee confidence and may also improve performance. ACGME Core Competencies; Patient Care and Procedural Skills; Practice Based Learning and Improvement.