Surgical Coaching for Advancement of Global Surgical Skills and Capacity: A Systematic Review

El-Gabri, Deena; McDow, Alexandria D.; Quamme, Sudha Pavuluri; Hooper-Lane, Christopher; Greenberg, Caprice C.; Long, Kristin L.

doi:10.1016/j.jss.2019.09.039

Cited by 18 publications

(17 citation statements)

References 33 publications

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“…Second, mentorship may result in more sustainable changes, since it allows surgical providers to continue learning in their environment [ 30 ], balance learning with routine work [ 28 ], and participate in whole-team learning. Finally, mentorship that provides ongoing learning in smaller amounts spread over time (a “low-dose high frequency approach”), has been effective in adult learning [ 30 , 31 ]; studies have shown that surgical providers in low-resource settings prefer this method [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

A multimodal mentorship intervention to improve surgical quality in Tanzania’s Lake Zone: a convergent, mixed methods assessment

Alidina

Tibyehabwa²,

Alreja

et al. 2021

Hum Resour Health

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Background Safe, high-quality surgical care in many African countries is a critical need. Challenges include availability of surgical providers, improving quality of care, and building workforce capacity. Despite growing evidence that mentoring is effective in African healthcare settings, less is known about its role in surgery. We examined a multimodal approach to mentorship as part of a safe surgery intervention (Safe Surgery 2020) to improve surgical quality. Our goal was to distill lessons for policy makers, intervention designers, and practitioners on key elements of a successful surgical mentorship program. Methods We used a convergent, mixed-methods design to examine the experiences of mentees, mentors, and facility leaders with mentorship at 10 health facilities in Tanzania’s Lake Zone. A multidisciplinary team of mentors worked with surgical providers over 17 months using in-person mentorship, telementoring, and WhatsApp. We conducted surveys, in-depth interviews, and focus groups to capture data in four categories: (1) satisfaction with mentorship; (2) perceived impact; (3) elements of a successful mentoring program; and (4) challenges to implementing mentorship. We analyzed quantitative data using frequency analysis and qualitative data using the constant comparison method. Recurrent and unifying concepts were identified through merging the qualitative and quantitative data. Results Overall, 96% of mentees experienced the intervention as positive, 88% were satisfied, and 100% supported continuing the intervention in the future. Mentees, mentors, and facility leaders perceived improvements in surgical practice, the surgical ecosystem, and in reducing postsurgical infections. Several themes related to the intervention’s success emerged: (1) the intervention’s design, including its multimodality, side-by-side mentorship, and standardization of practices; (2) the mentee–mentor relationship, including a friendly, safe, non-hierarchical, team relationship, as well as mentors’ understanding of the local context; and (3) mentorship characteristics, including non-judgmental feedback, experience, and accessibility. Challenges included resistance to change, shortage of providers, mentorship dose, and logistics. Conclusions Our study suggests a multimodal mentorship approach is promising in building the capacity of surgical providers. By distilling the experiences of the mentees, mentors, and facility leaders, our lessons provide a foundation for future efforts to establish effective surgical mentorship programs that build provider capacity and ultimately improve surgical quality.

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Section: Introductionmentioning

confidence: 99%

A multimodal mentorship intervention to improve surgical quality in Tanzania’s Lake Zone: a convergent, mixed methods assessment

Alidina

Tibyehabwa²,

Alreja

et al. 2021

Hum Resour Health

View full text Add to dashboard Cite

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“…In the Individual Ring, coaching influences career decisions [ 104 ], boosts personal development/growth [ 65 , 66 , 68 , 69 , 110 , 139 , 160 – 162 ] and career satisfaction [ 66 , 110 ].…”

Section: Resultsmentioning

confidence: 99%

“…In addition, coaching improves academic [ 65 , 68 , 69 , 110 , 117 , 162 , 163 ] clinical [ 65 , 117 , 160 , 164 – 166 ] and research [ 104 , 110 ] competencies [ 3 , 110 , 139 , 160 , 164 , 165 ] in the Societal Ring.…”

Section: Resultsmentioning

confidence: 99%

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

et al. 2022

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Background Mentoring’s pivotal role in nurturing professional identity formation (PIF) owes much to its combined use with supervision, coaching, tutoring, instruction, and teaching. However the effects of this combination called the ‘mentoring umbrella’ remains poorly understood. This systematic scoping review thus aims to map current understanding. Methods A Systematic Evidence-Based Approach guided systematic scoping review seeks to map current understanding of the ‘mentoring umbrella’ and its effects on PIF on medical students and physicians in training. It is hoped that insights provided will guide structuring, support and oversight of the ‘mentoring umbrella’ in nurturing PIF. Articles published between 2000 and 2021 in PubMed, Scopus, ERIC and the Cochrane databases were scrutinised. The included articles were concurrently summarised and tabulated and concurrently analysed using content and thematic analysis and tabulated. The themes and categories identified were compared with the summaries of the included articles to create accountable and reproducible domains that guide the discussion. Results A total of 12201 abstracts were reviewed, 657 full text articles evaluated, and 207 articles included. The three domains identified were definitions; impact on PIF; and enablers and barriers. The mentoring umbrella shapes PIF in 3 stages and builds a cognitive base of essential knowledge, skills and professional attitudes. The cognitive base informs thinking, conduct and opinions in early supervised clinical exposure in Communities of practice (COP). The COPs’ individualised approach to the inculcation of desired professional characteristics, goals, values, principles and beliefs reshapes the individual’s identity whilst the socialisation process sees to their integration into current identities. Conclusion The mentoring umbrella’s provides personalised longitudinal support in the COP and socialisation process. Understanding it is key to addressing difficulties faced and ensuring holistic and timely support.

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“…This emphasis is important, since surgical coaching has multiple benefits. It can teach non-technical skills, improve technical skills as well as intra-operative decision-making, and potentially support surgeons in low- and middle-income countries in learning new procedures [ 30 ].…”

Section: The Educational Framework For Realmentioning

confidence: 99%

SAGES Reimagining Education & Learning (REAL) project

et al. 2022

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Background The COVID-19 pandemic has presented multiple challenges for health systems throughout the world. The clinical priorities of redirecting personnel and resources to provide the necessary beds, care, and staff to handle the initial waves of infected individuals, and the drive to develop an effective vaccine, were the most visible and rightly took precedent. However, the spread of the COVID-19 virus also led to less apparent but equally challenging impediments for healthcare professionals. Continuing professional development (CPD) for physicians and surgeons practically ceased as national societies postponed or canceled annual meetings and activities. The traditional in-person conferences were no longer viable options during a pandemic in which social distancing and minimization of contacts was the emerging norm. Like other organizations, The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) had to first postpone and then cancel altogether the in-person 2020 Annual Meeting due to the contingencies brought about by the COVID-19 pandemic. As a result, the traditional hands-on (HO) courses that typically occur as part of the Annual Meeting, could not take place. SAGES had already begun to re-structure these courses in an effort to increase their effectiveness (Dort, Trickey, Paige, Schwarz, Dunkin in Surg Endosc 33(9):3062–3068, 2019; Dort et al. in Surg Endosc 32(11):4491–4497, 2018; Dort, Trickey, Schwarz, Paige in Surg Endosc 33(9):3062–3068, 2019). The cancelations brought about by COVID-19 provided an opportunity to refine and to innovate further. Methods In this manner, the Re-imaging Education & Learning (REAL) project crystallized, an innovative effort to leverage the latest educational concepts as well as communication and simulation-based technologies to enhance procedural adoption by converting HO courses to a virtual format. Results and conclusion This manuscript describes the key components of REAL, reviewing the restructuring of the HO courses before and after the spread of COVID-19, describing the educational framework underlying it, discussing currently available technologies and materials, and evaluating the advantages of such a format.

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Surgical Coaching for Advancement of Global Surgical Skills and Capacity: A Systematic Review

Cited by 18 publications

References 33 publications

A multimodal mentorship intervention to improve surgical quality in Tanzania’s Lake Zone: a convergent, mixed methods assessment

A multimodal mentorship intervention to improve surgical quality in Tanzania’s Lake Zone: a convergent, mixed methods assessment

The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

SAGES Reimagining Education & Learning (REAL) project

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