Peer coaching to teach faculty surgeons an advanced laparoscopic skill: A randomized controlled trial

Palter, Vanessa N.; Beyfuss, Kaitlyn; Jokhio, Adam R.; Ryzynski, Agnes; Ashamalla, Shady

doi:10.1016/j.surg.2016.04.032

Cited by 34 publications

(25 citation statements)

References 29 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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“…Collaboration, encouragement, and sharing among those working in similar contexts with varying levels of knowledge and experience are key to achieving higher-level tasks of increasing complexity [22]. Online learning supplemented with structured peer coaching program has been shown to significantly improve the successful acquisition of technical proficiency of new surgical skills, in comparison to learners who only learned from an online learning resource [23]. The collective potential of a group can only be realized if each member is aware of the knowledge of others and can capitalize on it by offering and receiving help through co-mentoring, which the Project ECHO model amplifies [24].…”

Section: Peer Learningmentioning

confidence: 99%

Implementation and evaluation of a Project ECHO telementoring program for the Namibian HIV workforce

Bikinesi

O’Bryan

Roscoe³

et al. 2020

Hum Resour Health

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Background: The Namibian Ministry of Health and Social Services (MoHSS) piloted the first HIV Project ECHO (Extension for Community Health Outcomes) in Africa at 10 clinical sites between 2015 and 2016. Goals of Project ECHO implementation included strengthening clinical capacity, improving professional satisfaction, and reducing isolation while addressing HIV service challenges during decentralization of antiretroviral therapy. Methods: MoHSS conducted a mixed-methods evaluation to assess the pilot. Methods included pre/post program assessments of healthcare worker knowledge, self-efficacy, and professional satisfaction; assessment of continuing professional development (CPD) credit acquisition; and focus group discussions and in-depth interviews. Analysis compared the differences between pre/post scores descriptively. Qualitative transcripts were analyzed to extract themes and representative quotes. Results: Knowledge of clinical HIV improved 17.8% overall (95% confidence interval 12.2-23.5%) and 22.3% (95% confidence interval 13.2-31.5%) for nurses. Professional satisfaction increased 30 percentage points. Most participants experienced reduced professional isolation (66%) and improved CPD credit access (57%). Qualitative findings reinforced quantitative results. Following the pilot, the Namibia MoHSS Project ECHO expanded to over 40 clinical sites by May 2019 serving more than 140 000 people living with HIV. Conclusions: Similar to other Project ECHO evaluation results in the United States of America, Namibia's Project ECHO led to the development of ongoing virtual communities of practice. The evaluation demonstrated the ability of the Namibia HIV Project ECHO to improve healthcare worker knowledge and satisfaction and decrease professional isolation.

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“…16 OSATS was originally developed to assess trainees' operative skills but has also been used to study technical skills in practicing surgeons. 14,17 The OSATS framework covers technical skills such as respect for tissue, exposure, instrument handling, time and motion, flow of operation, and use of assistants. Several other general and procedure-specific instruments have been developed for measuring technical skills.…”

Section: Defining Surgical Performancementioning

confidence: 99%

“…45,51,52 Coaching has been shown to improve clinicians' adherence to evidence-based practice guidelines, 53,54 to support expansion of surgeons' breadth of practice, 55 and to improve surgeons' technical skills in simulation settings. 17 Evidence is emerging to support coaching in surgery. Videobased surgical coaching has been shown to improve performance for students and surgical trainees in simulation and in clinical settings.…”

Section: Surgical Coachingmentioning

confidence: 99%

Surgical coaching to achieve the ABMS vision for the future of continuing board certification

Pradarelli

Quamme

Yee

et al. 2021

The American Journal of Surgery

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In February 2019, the American Board of Medical Specialties (ABMS) released the final report of the Continuing Board Certification: Vision for the Future initiative, issuing strong recommendations to replace ineffective, traditional mechanisms for physicians' maintenance of certification with meaningful strategies that strengthen professional self-regulation and simultaneously engender public trust. The Vision report charges ABMS Member Boards, including the American Board of Surgery (ABS), to develop and implement a more formative, less summative approach to continuing certification. To realize the ABMS's Vision in surgery, new programs must support the assessment of surgeons' performance in practice, identification of individualized performance gaps, tailored goals to address those gaps, and execution of personalized action plans with accountability and longitudinal support. Peer surgical coaching, especially when paired with video-based assessment, provides a structured approach that can meet this need. Surgical coaching was one of the approaches to continuing professional development that was discussed at an ABS-sponsored retreat in January 2020; this commentary review provides an overview of that discussion. The professional surgical societies, in partnership with the ABS, are uniquely positioned to implement surgical coaching programs to support the continuing certification of their membership. In this article, we provide historical context for board certification in surgery, interpret how the ABMS's Vision applies to surgical performance, and highlight recent developments in video-based assessment and peer surgical coaching. We propose surgical coaching as a foundational strategy for accomplishing the ABMS's Vision for continuing board certification in surgery.

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Peer coaching to teach faculty surgeons an advanced laparoscopic skill: A randomized controlled trial

Cited by 34 publications

References 29 publications

Where philosophy meets culture: exploring how coaches conceptualise their roles

Where philosophy meets culture: exploring how coaches conceptualise their roles

Implementation and evaluation of a Project ECHO telementoring program for the Namibian HIV workforce

Surgical coaching to achieve the ABMS vision for the future of continuing board certification

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