Strategies for Building Peer Surgical Coaching Relationships

Abstract

Peer-nominated surgical coaches were provided with training on abstract concepts that underlie effective coaching practices in other fields. By identifying the strategies used by peer surgical coaches to operationalize these concepts, empirically based strategies to inform other surgical coaching programs are provided.

Shared care in surgery: Practical considerations for surgical leaders

“…Moreover, by sharing in teaching responsibilities, surgeons can model collaboration to trainees, and in-turn, benefit from an environment loaded with frequent peer-peer learning. 22,23 Implementing all 15 mechanisms for all members of a surgical program might not be realistic in the short term, however with repeated messaging and effort from leadership, the toolkit can be gradually adopted within a few years. In a recent internal audit five years after initiation of an SSU framework in an academic division (University of Ottawa Division of General Surgery), all units have made significant progress toward implementation of SSUs and team-based collaboration.…”

“… 18 – 21 It also creates a natural mechanism for coaching environments and overlapping transitions into practice for junior surgeons and out of practice for retiring surgeons. 22 , 23 Through team-based shared care, the healthcare system benefits from overall increased surgeon availability (eg, continual coverage for a surgeon during vacation, parental, academic leave, etc), efficient resource utilization, patients single-entry into care, and minimization of heterogeneous wait lists. 24 – 26 In an effort to enhance efficiency and better address increasing demands for surgical access, a team-based model can leverage the centralized distribution of clinical resources (including elective operating rooms, endoscopy units, and outpatient clinical access) to clinical programs and not to individual surgeons.…”

“…Moreover, by sharing in teaching responsibilities, surgeons can model collaboration to trainees, and in-turn, benefit from an environment loaded with frequent peer-peer learning. 22 , 23 …”

<p>Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum</p>

“…Desirable coach behaviors include strong communication, decision-making and instruction,88 inspiring academic and professional growth, investing time in students, providing direction,89 having knowledge in the students’ area of interest and being flexible in supervision strategies 30. Multiple authors have emphasized the importance of communication, feedback quality, rapport and direct instruction as the key behaviors that lead to coaching efficacy 90–93. It has been emphasized that effective coaching employs a transactional and transformational leadership style, which is learner focused, providing direction and support to the coachee 40,50,51.…”

Pediatric Urology and Global Health

“…The idea of surgical coaching has gained some traction recently in the literature, as some have questioned why surgeons do not have coaches while professionals in other disciplines (including music and sports) that also emphasize performance do. 35,36 To provide context, when using the term surgical coaching, we are not referring to teaching or mentoring of residents and fellows by faculty, but the actual coaching of attending surgeons by peers or more senior faculty members. The goal of surgical coaching and teaching is to provide continuous professional development of surgeons 36 and this mentality can also be thought of as part of a component of a successful global health program.…”