Complementing Operating Room Teaching With Video-Based Coaching

Hu, Yue; Mazer, Laura; Yule, Steven; Arriaga, Alexander F.; Greenberg, Caprice C.; Lipsitz, Stuart R.; Gawande, Atul A.; Smink, Douglas S.

doi:10.1001/jamasurg.2016.4619

Cited by 125 publications

(95 citation statements)

References 43 publications

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“…Several investigations of the impact of coaching in surgical education have yielded promising results, with coaching interventions demonstrating improvements in both technical and non-technical skills. [8][9][10][11] Lovell's recent review of coaching in medical education revealed good quality data showing that coaching improves technical skills acquisition, reduces surgical error, improves examination scores and identifies struggling students. 2 But as published work explores what coaching does, it has not tended to illuminate what coaching is in medical education.…”

Section: Resultsmentioning

confidence: 99%

“…A growing literature suggests that coaching approaches may be valuable in certain domains of medical education. Several investigations of the impact of coaching in surgical education have yielded promising results, with coaching interventions demonstrating improvements in both technical and non‐technical skills . Lovell's recent review of coaching in medical education revealed good quality data showing that coaching improves technical skills acquisition, reduces surgical error, improves examination scores and identifies struggling students .…”

Section: Introductionmentioning

confidence: 99%

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Where philosophy meets culture: exploring how coaches conceptualise their roles

Watling

LaDonna

2019

Medical Education

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Context Although conceptually attractive, coaching in medicine remains ill‐defined, with little examination of the transferability of coaching principles from other fields. Here we explore how coaching is enacted both within and outside of medicine; we aim to understand both the elements required for coaching to be useful and the factors that may influence its translation to the medical education context. Methods In this constructivist grounded theory study, we interviewed 24 individuals across three groups: physicians who consider themselves coaches in clinical learning settings (n = 8), physicians with experience as sports, arts or business coaches (n = 10), and sports coaches without medical backgrounds (n = 6). Data collection and analysis were conducted iteratively using constant comparison to identify themes and explore their relationships. Results We identified a shared philosophy of coaching, comprising three core elements that our participants endorsed regardless of the coaching context: (i) mutual engagement, with a shared orientation towards growth and development; (ii) ongoing reflection involving both learners and coaches, and (iii) an embrace of failure as a catalyst for learning. Enacting these features appeared to be influenced by culture, which affected how coaching was defined and developed, how the coaching role was positioned within the learning context, and how comfortably vulnerability could be expressed. Participants struggled to clearly define the coaching role in medicine, instead acknowledging that the lines between educational roles were often blurred. Further, the embrace of failure appeared challenging in medicine, where showing vulnerability was perceived as difficult for both learners and teachers. Conclusions Medical education's embrace of coaching should be informed by an understanding of both coach and learner behaviours that need to be encouraged and trained, and the cultural and organisational supports that are required to foster success.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Where philosophy meets culture: exploring how coaches conceptualise their roles

Watling

LaDonna

2019

Medical Education

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“…An official informed consent stating the purpose of the data recordings, where the data recordings are analysed, what the expected benefits for the participants are, and how the data are stored securely may help in gaining support and momentum for the MDR initiative. It should be emphasized that their safety and personal privacy is protected, ensuring full transparency of the methods used. Based on this review and the authors' experience, an overview of the recommended practice and legal guidelines is presented in Table .…”

Section: Discussionmentioning

confidence: 99%

Legal perspectives on black box recording devices in the operating environment

Dalen

Legemaate

Schlack

et al. 2019

British Journal of Surgery

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Background A video and medical data recorder in the operating theatre is possible, but concerns over privacy, data use and litigation have limited widespread implementation. The literature on legal considerations and challenges to overcome, and guidelines related to use of data recording in the surgical environment, are presented in this narrative review. Methods A review of PubMed and Embase databases and Cochrane Library was undertaken. International jurisprudence on the topic was searched. Practice recommendations and legal perspectives were acquired based on experience with implementation and use of a video and medical data recorder in the operating theatre. Results After removing duplicates, 116 citations were retrieved and abstracts screened; 31 articles were assessed for eligibility and 20 papers were finally included. According to the European General Data Protection Regulation and US Health Insurance Portability and Accountability Act, researchers are required to make sure that personal data collected from patients and healthcare professionals are used fairly and lawfully, for limited and specifically stated purposes, in an adequate and relevant manner, kept safe and secure, and stored for no longer than is absolutely necessary. Data collected for the sole purpose of healthcare quality improvement are not required to be added to the patient's medical record. Conclusion Transparency on the use and purpose of recorded data should be ensured to both staff and patients. The recorded video data do not need to be used as evidence in court if patient medical records are well maintained. Clear legislation on data responsibility is needed to use the medical recorder optimally for quality improvement initiatives.

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“…Application of video recording during surgery is a new and applicable method, which can complement training in the operating room (14). The findings show that application of this method is very suitable for teaching high levels of cognition such as clinical decision-making, individual training, and feedback.…”

Section: Video-based Trainingmentioning

confidence: 97%

“…The findings show that application of this method is very suitable for teaching high levels of cognition such as clinical decision-making, individual training, and feedback. Both residents and teachers claim that this training method is useful for training in the operating room; in addition to increasing educational opportunities, it reduces the pressure of teaching in the operat-ing room (14). Video-based learning has many advantages including increased concentration on learning, creating valuable learning opportunities, providing feedback, and facilitating cognitive thinking (14).…”

Section: Video-based Trainingmentioning

confidence: 99%

Clinical Teaching of Residents in Operating Room: A Review of Methods and Strategies for Strengthening Teaching and Learning

Rahimi

Shirani

2018

Strides Dev Med Educ

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Background: The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective if it is accompanied by efficient and applicable teaching methods. Objectives: The current study aimed at reviewing the strategies and methods to enhance teaching and learning of residents in operating room settings. Methods: The current review study was conducted based on library studies and review of the literature. PubMed, SID, and MagIran databases, as well as Google Scholar search engine, were searched using relevant phrases and keywords. A total of 60 articles were retrieved, out of which 22 articles were identified as consistent with the study objectives. Results: The data obtained from the literature review were categorized into three sections: "General structure of training in the operating room", "strategies and methods to strengthen teaching and learning in the operating room", and "structured training models in the operating room". Finally, application of these strategies in clinical teaching was summarized in three stages: Before operation, during operation, and after operation. Conclusions: The operating room is a clinical facility with specific characteristics, which can challenge teaching in this setting. However, application of effective strategies and methods, as well as efficiently structured training based on the proposed models can facilitate teaching and learning enhancement in operating rooms.

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Complementing Operating Room Teaching With Video-Based Coaching

Cited by 125 publications

References 43 publications

Where philosophy meets culture: exploring how coaches conceptualise their roles

Where philosophy meets culture: exploring how coaches conceptualise their roles

Legal perspectives on black box recording devices in the operating environment

Clinical Teaching of Residents in Operating Room: A Review of Methods and Strategies for Strengthening Teaching and Learning

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