Video Coaching Improving Contemporary Technical and Nontechnical Ability in Laparoscopic Education

The impact of intraoperative non-technical skills training on scrub practitioners' self-efficacy: a randomized controlled trial

BACKGROUND

Approximately half of all adverse events occur in the operating room, highlighting the critical role of non-technical skills in operating rooms. Effective non-technical skills among operating room nurses can significantly reduce the occurrence of such events. Moreover, self-efficacy in non-technical skills may directly impact professional performance and patient safety. Therefore, this study aimed to investigate the impact of intraoperative non-technical skills training on scrub practitioners' self-efficacy.

METHODS

In a randomized controlled trial, 30 scrub practitioners were assigned to the intervention group and 30 to the control group through random allocation. The intervention group underwent training in non-technical skills using a combined technique of lectures and simulated video scenarios delivered in two two-hour training sessions. Meanwhile, the control group received no training. The data collection tool was a two-part questionnaire. The first part collected demographic data (age, gender, work experience, and educational level), while the second part assessed scrub practitioners' self-efficacy in intraoperative non-technical skills. The questionnaire was administered online in two phases, with a one-month interval between them, through the Telegram application to the participants in both groups. The data were analyzed using descriptive statistics, independent t-tests, and paired t-tests.

RESULTS

The demographic variables of the intervention group did not show significant differences compared to the control group. The independent t-test revealed no significant difference in overall self-efficacy between the intervention and control groups before the training (P = 0.513). However, after the training, a statistically significant difference was observed (P = 0.025). There were no significant differences among the self-efficacy components between the intervention and control groups before the training (P > 0.05). However, after the training, self-efficacy in the two skills of situation awareness and communication and teamwork showed statistically significant differences (P < 0.05).

CONCLUSION

Non-technical skills are crucial for scrub practitioners to perform their tasks safely and efficiently. Training can enhance the self-efficacy of scrub practitioners in their non-technical skills. Therefore, it is necessary to incorporate non-technical skills training into the educational curriculum and continuing education programs for scrub practitioners.

TRIAL REGISTRATION

The IRCT code (IRCT20150715023216N15) was obtained from the Iranian Clinical Trials Registry website on 2023/08/05 before sampling.

Nontechnical Coaching in Academic Surgical Practice-Where Do We Stand and What's Next?

OBJECTIVE

To evaluate the potential of nontechnical coaching (NC) as an intervention to enhance professional development, reduce burnout, and improve patient outcomes among attending academic surgeons (AS) in high-pressure surgical environments.

DESIGN

A narrative review was performed using PubMed to identify and assess studies focused on NC in academic surgery. We evaluated articles addressing the impact, benefits, risks, and barriers associated with NC, with particular attention to coaching frameworks, training programs, and participant feedback.

SETTING

The review encompasses research conducted in various academic surgical settings.

PARTICIPANTS

Studies primarily involved attending academic surgeons across diverse surgical specialties, especially those experiencing high levels of burnout and decreased job satisfaction.

RESULTS

Findings indicate that NC offers several benefits for AS. Pilot studies and qualitative surveys suggest that NC can reduce burnout, enhance intraoperative decision-making, and improve patient engagement. Surgeons who participated in NC reported better stress management, increased self-awareness, and improved leadership skills. Moreover, NC appears to foster enhanced team dynamics and, in some cases, may yield fiscal benefits by reducing surgical errors and increasing operational efficiency. However, significant barriers to NC adoption remain, including cultural resistance within surgical departments, time constraints, and concerns regarding the efficacy of NC compared to traditional technical coaching. Additionally, the current evidence is limited by small sample sizes, selection bias, and a lack of standardized, quantitative measures.

CONCLUSION

Preliminary evidence supports NC as a promising intervention for enhancing surgeon well-being and patient outcomes. Future research should focus on establishing standardized guidelines for coach training, addressing misconceptions about NC, and designing larger, methodologically robust studies using validated outcomes. Expanding NC could foster a more resilient surgical workforce, ultimately benefiting both surgeons and patients through improved engagement, satisfaction, and quality of care.

Video Killed the Radio Star-A Meta-Analysis on Video-Based Coaching to Improve Surgical Skill

BACKGROUND

The surgical trainee of today completes their postgraduate training with significantly less exposure than their mentors. The enforced reduced working hours, along with other factors, have created a gap in surgical training. Video-based coaching (VBC) provides an opportunity to improve the surgical technical skill without needing to increase surgical volume. The aim on this study is to investigate the effect of VBC on the surgical technical skill.

METHODS

A systematic review of randomized controlled trials was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Bias was assessed for using The Cochrane Collaboration's tool for assessing risk of bias. The study was prospectively registered in the Open Science Framework (https://osf.io/sp8rb). Multiple subgroup analyses and meta-analyses were carried out, with results reported as standardized mean differences (SMDs) in performance scores and presented as forest plots.

RESULTS

A total of 15 studies comprising 382 participants were included in the final analysis. From these 15 studies, 201 participants received VBC following a range of surgical procedures. On meta-analyses, the average performance scores for VBC were significantly higher than the controls (SMD 0.71, 95% CI 0.37, 1.04, Z = 4.15, and p < 0.0001) as were the average change scores from baseline to final performance (SMD 0.98 [95% CI 0.61, 1.35, Z = 5.19, and p < 0.0001]). Furthermore, the overwhelming majority of VBC participants across the studies found VBC to a be useful training tool.

CONCLUSIONS

This review represents the most comprehensive assessment of the impact of VBC in surgery and demonstrates it to be an effective training tool in improving surgical technical skill acquisition. Training bodies around the world should now look at how best to formally integrate VBC into conventional surgical training.

Emotional Intelligence as a Component of Surgical Coaching: A Scoping Review

OBJECTIVE

Surgical coaching has become more widespread and involves both technical and nontechnical skills. Emotional Intelligence (EI) is an important nontechnical skill and is associated with leadership skills, increased job satisfaction and superior nontechnical skills. This scoping review aimed to explore the use of EI as a component of surgical coaching.

DESIGN AND SETTING

A scoping review was conducted to map the existing literature. Medline was searched from inception to May 2023. Eligible studies included surgical coaching, which incorporated aspects of emotional intelligence into the non-technical skills component.

RESULTS

3206 studies were identified in the initial search. A total of 2117 articles remained after duplicates were removed. 2117 articles were screened by 2 authors (DA and MR). 32 studies were included in the full-text review, and 8 studies were included in the final analysis. Coaching was predominantly delivered by practicing surgeons, although 1 study used external professional coaches. Training methods for coaches vary widely, from short courses to extensive workshops, highlighting the lack of standardized training protocols within the field. The outcomes measured across studies were diverse, encompassing both technical and non-technical skills, as well as emotional intelligence constructs. Non-technical skills were predominantly assessed using the Non-Technical Skills for Surgeons (NOTSS) assessment tool, whereas other outcomes included burnout, resilience, and technical skills. Notably, none of the studies incorporated formal measurements of emotional intelligence, although aspects such as motivation, empathy, self-knowledge, and social skills were addressed in the coaching sessions.

CONCLUSIONS

Standardization of coaching protocols and incorporation of emotional intelligence principles represent critical avenues for advancing the field and maximizing the benefits of coaching interventions in surgical practice.

Comparative analysis of GoPro and digital cameras in head and neck flap harvesting surgery video documentation: an innovative and efficient method for surgical education

BACKGROUND

An urgent need exists for innovative surgical video recording techniques in head and neck reconstructive surgeries, particularly in low- and middle-income countries where a surge in surgical procedures necessitates more skilled surgeons. This demand, significantly intensified by the COVID-19 pandemic, highlights the critical role of surgical videos in medical education. We aimed to identify a straightforward, high-quality approach to recording surgical videos at a low economic cost in the operating room, thereby contributing to enhanced patient care.

METHODS

The recording was comprised of six head and neck flap harvesting surgeries using GoPro or two types of digital cameras. Data were extracted from the recorded videos and their subsequent editing process. Some of the participants were subsequently interviewed.

RESULTS

Both cameras, set at 4 K resolution and 30 frames per second (fps), produced satisfactory results. The GoPro, worn on the surgeon's head, moves in sync with the surgeon, offering a unique first-person perspective of the operation without needing an additional assistant. Though cost-effective and efficient, it lacks a zoom feature essential for close-up views. In contrast, while requiring occasional repositioning, the digital camera captures finer anatomical details due to its superior image quality and zoom capabilities.

CONCLUSION

Merging these two systems could significantly advance the field of surgical video recording. This innovation holds promise for enhancing technical communication and bolstering video-based medical education, potentially addressing the global shortage of specialized surgeons.

Coaching with audiovisual technology in acute-care hospital settings: systematic review

BACKGROUND

Surgical coaching programmes are a means of improving surgeon performance. Embedded audiovisual technology has the potential to further enhance participant benefit and scalability of coaching. The objective of this systematic review was to evaluate how audiovisual technology has augmented coaching in the acute-care hospital setting and to characterize its impact on outcomes.

METHODS

A systematic review was conducted, searching PubMed, Ovid MEDLINE, Embase, PsycInfo, and CINAHL databases using PRISMA. Eligible studies described a coaching programme that utilized audiovisual technology, involved at least one coach-coachee interaction, and included healthcare professionals from the acute-care hospital environment. The risk of bias 2 tool and grading of recommendations, assessment, development, and evaluations (GRADE) framework were used to evaluate studies. Synthesis without meta-analysis was performed, creating harvest plots of three coaching outcomes: technical skills, self-assessment/feedback, and non-technical skills.

RESULTS

Of 10 458 abstracts screened, 135 full texts were reviewed, and 21 studies identified for inclusion. Seventeen studies were conducted within surgical specialties and six classes of audiovisual technology were utilized. An overall positive direction of effect was demonstrated for studies measuring improvement of either technical skills or non-technical skills. Direction of effect for self-assessment/feedback was weakly positive.

CONCLUSION

Audiovisual technology has been used successfully in coaching programmes within acute-care hospital settings to facilitate or assess coaching, with a positive impact on outcome measures. Future studies may address the additive benefits of video over in-person observation and enhance the certainty of evidence that coaching impacts on surgeon performance, surgeon well-being, and patient outcomes.

Supplementing Intraoperative Mastoidectomy Teaching With Video-Based Coaching

OBJECTIVES

Video-based coaching might complement general surgery education, but little is known of its applicability for otologic microsurgical teaching. Our purpose was thus to evaluate the content and resident-perceived benefit of video-based coaching for mastoidectomy education.

METHODS

In this mixed-methods pilot design, mastoidectomies were recorded from operative microscopes and reviewed during 30-minute video-based coaching sessions at 2 tertiary care centers. Eight residents and 3 attendings participated. Ten-point Likert-type questionnaires on the extent to which attendings taught 12 topics through 8 techniques were completed by residents after surgical and coaching sessions. Coaching sessions and structured interviews with residents were audio-recorded, transcribed and iteratively coded.

RESULTS

Seven audio-recordings were available for coaching sessions, during which a mean of 2.22 ± 0.5 topics per minute were discussed. Of the 12 teaching topics, technique was discussed most frequently (32%, 0.71 ± 0.2 topics/min), followed by anatomy (16%, 0.31 ± 0.16 topics/min). Of all 8 ratings between coaching and operative sessions, residents indicated a greater extent of discussion of anatomy (median difference, [95% confidence interval (CI)] of 3 [1-4]), progress (2.25 [95% CI, 0.5-4]), technique (3.5 [95% CI, 1.5-5.5]), pitfalls (2.5 [95% CI, 1-3.5]), and summarizing (3 [95% CI, 1-5]). In structured interviews, residents reported improved self-confidence and global perspective.

CONCLUSIONS

Video-based coaching is educationally dense and characterized by perceived richer teaching and promotion of a deeper surgical understanding. It requires no additional resources, can be completed in a short period of time and can be implemented programmatically for any otolaryngologic subspecialty utilizing video-recording capable equipment.

Take-Home Video Shortens the Time to First Ambulation in Patients With Inguinal Hernia Repair Under General Anesthesia: A Retrospective Observational Study

Background

Data on the relationship between take-home video and the time to first ambulation remains scant. Here, we aimed to investigate whether viewed take-home video during pre-hospitalization is independently associated with the time to first ambulation in postoperative patients with inguinal hernia repair under general anesthesia.

Methods

We retrospectively reviewed and analyzed the relationship between viewed take-home video and the time to first ambulation between September 2020 and October 2021.The independent t-tests or Mann-Whitney U-tests was used to compare the means of two groups (viewed take-home video and non-viewed take-home video). Chi-square test was used to compare the rates between the two groups. We used a linear regression model to see if there was a difference between exposure and outcome variable. Both models were used to observe the effect size of the exposed variable. Subgroup analysis was employed to assess the impact of various factors.

Results

This study included a total of 120 patients with inguinal hernia repair under general anesthesia following day surgery. The average age of the participants in the two groups was 43.16 and 44.83 years, respectively, and about 82.5% of the patients were male. Our fully adjusted linear regression results showed that individuals in the viewed video group were associated with a decreased time to first ambulation (h) after adjusting for confounders (β = −0.50, 95%CI: −0.83, −0.17; P = 0.004). In addition, the linear regression analysis of the relationship between viewed video and length of stay showed that β = −2.10 (95%CI:CI: −3.85, −0.34; P = 0.021). Similarly, subgroup analysis yielded similar results for the viewed video group patients compared to those in the non-viewed video group.

Conclusion

Taken together, our findings demonstrated that viewed video could shorten the time to first ambulation, which in turn reduce the length of stay in postoperative patients under general anesthesia.

Coaching in Surgical Education: A Systematic Review

OBJECTIVE

The objectives of this study were to review the coaching literature to (1) characterize the criteria integral to the coaching process, specifically in surgery, and (2) describe how these criteria have been variably implemented in published studies.

BACKGROUND

Coaching is a distinct educational intervention, but within surgery the term is frequently used interchangeably with other more established terms such as teaching and mentoring.

METHODS

A systematic search was performed of the MEDLINE and Cochrane databases to identify studies that used coach/coaching as an intervention for surgeons for either technical or nontechnical skills. Study quality was evaluated using the Medical Education Research Study Quality Instrument (MERSQI).

RESULTS

A total of 2280 articles were identified and after screening by title, abstract and full text, 35 remained. Thirteen coaching criteria (a-m) were identified in 4 general categories: 1. overarching goal (a. refine performance of an existing skill set), 2. the coach (b. trusting partnership, c. avoids assessment, d. 2-way communication), the coachee (e. voluntary participation, f. self-reflection, g. goal setting, h. action plan, i. outcome evaluation), and the coach-coachee rapport (j. coaching training, k. structured coaching model, l. non-directive, m. open ended questions). Adherence to these criteria ranged from as high of 73% of studies (voluntary participation of coach and coachee) to as low as 7% (use of open-ended questions).

CONCLUSIONS

Coaching is being used inconsistently within the surgical education literature. Our hope is that with establishing criteria for coaching, future studies will implement this intervention more consistently and allow for better comparison and generalization of results.

Surgical coaching applied to laparoscopic TME for continuous professional development in rectal surgery: proof of concept

BACKGROUND

Coaching is maturing as a strategy for surgeons' continuous professional development in different types of surgery. Laparoscopic total mesorectal excision (LAP TME) is one of the recognized difficult procedures in colorectal surgery. Aim of this trial is to introduce the surgical coaching as a tool for a continuous technical education of LAP TME for cancer in a consultant surgeon carrier.

METHODS

Twelve Italian colorectal surgeons were enrolled as trainees in the AIMS Academy rectal cancer surgical coaching project and attended a face-to-face 90-min surgical coaching on a pre-edited 45-min-long video of a laparoscopic proctectomy according to pre-determined guidelines. At the end of the coaching, all mentors were asked to fill a questionnaire evaluating the trainee's skills. All trainees had to fill a post-coaching questionnaire addressing the appropriateness of the coaching with respect to their actual level.

RESULTS

Trainees were more confident in performing the extra-pelvic part of the surgical procedures compared to the intra-pelvic dissection. The most challenging steps according to the trainees were the seminal vesicles identification and the pelvic floor dissection. Mentors found the trainees quite confident in the approach to the vascular structures, lymphadenectomy, stapler utilization and bleeding control. The sharpness and the efficacy of the dissection, the dissection of the surgical planes and the anastomosis fashioning were reported at a lower level of confidence. The higher grade of satisfaction reported by the trainee came from the attention that the mentors demonstrated towards them, from the availability of the mentors to take into consideration the surgical issues raised and from the willingness to apply the suggestions received during their next proctectomies.

CONCLUSIONS

The surgical coaching applied to LAP TME should be considered as an innovative tool for continuous professional development.

Innovations in Urologic Surgical Training

PURPOSE OF REVIEW

This review aims to summarize innovations in urologic surgical training in the past 5 years.

RECENT FINDINGS

Many assessment tools have been developed to objectively evaluate surgical skills and provide structured feedback to urologic trainees. A variety of simulation modalities (i.e., virtual/augmented reality, dry-lab, animal, and cadaver) have been utilized to facilitate the acquisition of surgical skills outside the high-stakes operating room environment. Three-dimensional printing has been used to create high-fidelity, immersive dry-lab models at a reasonable cost. Non-technical skills such as teamwork and decision-making have gained more attention. Structured surgical video review has been shown to improve surgical skills not only for trainees but also for qualified surgeons. Research and development in urologic surgical training has been active in the past 5 years. Despite these advances, there is still an unfulfilled need for a standardized surgical training program covering both technical and non-technical skills.

Synchronized Video-Review as a Tool to Enhance Reflection and Feedback: A Design-Based Feasibility Study

INTRODUCTION

UK surgical training currently faces the challenge of expanding surgical skills in a context of reduced training opportunities. Video-review in theatre offers the potential to gain more from each learning opportunity and to enhance feedback.

AIM

This was a designed-based study to test the feasibility of using synchronized video-review as a reflective tool to enhance surgical training and to gain a deeper understanding of intraoperative feedback.

METHOD

Ten supervised laparoscopic cholecystectomy operations were video-recorded using a synchronized split screen, to show trainees' actions, instrument manipulation, and interactions with other theatre staff. This was followed up by joint review of the operation-recording by both the trainee and supervisor. Video-review sessions were audio-recorded along with the consultant and Specialist Registrar interviews after the review session. Audio recordings were thematically analyzed. Supervisors completed the Procedure-Based Assessment forms, twice: post operation and post video-review to check potential trainers' enhanced insight. Forms were analyzed to note any changes and to triangulate the findings.

RESULTS

Overall trainee and supervisor feedback was positive. Trainees and supervisors reported the video-review added value in terms of reflection-on-action. It removed the stress of conducting/supervising the operation in real time and focused the attention on feedback. Satisfaction was reported across trainee levels with both scrubbed and unscrubbed supervisors. Audio-visual review allowed trainees to understand the feedback better and to identify new targets beyond those gained from the verbal feedback during the procedure. It also facilitated appraisal of the trainer's teaching.

DISCUSSION

This study established the feasibility of using synchronized video-review as a reflection-on-action tool to potentially enhance surgical training by improving feedback. It identified trainees' difficulty in processing intraoperative feedback due to mental overload from the operation. It showed the limitations of current verbal feedback practice, using Procedure-Based Assessment forms, with regard to enhancing technical and nontechnical skills due to denial and memory fading.

Artificial intelligence-based education assists medical students' interpretation of hip fracture

Background

With recent transformations in medical education, the integration of technology to improve medical students’ abilities has become feasible. Artificial intelligence (AI) has impacted several aspects of healthcare. However, few studies have focused on medical education. We performed an AI-assisted education study and confirmed that AI can accelerate trainees’ medical image learning.

Materials

We developed an AI-based medical image learning system to highlight hip fracture on a plain pelvic film. Thirty medical students were divided into a conventional (CL) group and an AI-assisted learning (AIL) group. In the CL group, the participants received a prelearning test and a postlearning test. In the AIL group, the participants received another test with AI-assisted education before the postlearning test. Then, we analyzed changes in diagnostic accuracy.

Results

The prelearning performance was comparable in both groups. In the CL group, postlearning accuracy (78.66 ± 14.53) was higher than prelearning accuracy (75.86 ± 11.36) with no significant difference (p = .264). The AIL group showed remarkable improvement. The WithAI score (88.87 ± 5.51) was significantly higher than the prelearning score (75.73 ± 10.58, p < 0.01). Moreover, the postlearning score (84.93 ± 14.53) was better than the prelearning score (p < 0.01). The increase in accuracy was significantly higher in the AIL group than in the CL group.

Conclusion

The study demonstrated the viability of AI for augmenting medical education. Integrating AI into medical education requires dynamic collaboration from research, clinical, and educational perspectives.