Systematic review of coaching to enhance surgeons' operative performance

Min, Hyeyoun; Morales, Dianali Rivera; Orgill, Dennis P.; Smink, Douglas S.; Yule, Steven

doi:10.1016/j.surg.2015.03.007

Cited by 86 publications

(47 citation statements)

References 50 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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“…The few publications on coaching for surgeons are quite recent and emphasize performance improvement in practitioners as illustrated in the Gawande example. [42][43][44] However, if the principles of effective coaching can be successfully applied to practicing surgeons with improvement in operative proficiency, extrapolation to resident education would be logical and rational.…”

Section: Teaching Operative Skillsmentioning

confidence: 99%

The Future of Plastic Surgery Resident Education

Luce

2016

Plastic and Reconstructive Surgery

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“…Mezuniyet sonrası tıp eğitiminde de koçluk tabanlı eğitim süreçlerinde dikkat çeken bir artış gözlemlen-mektedir (13).…”

Section: Tip Eği̇ti̇mi̇nde Koçluğun Kullanimiunclassified

What is Coaching? Can it Be Applied in Medical Education?

Altıntaş¹,

Alimoğlu²

2015

Toraks Cer Bult

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Coaching is an educational process performed by the coach and coachee together. It focuses on improving the quality of a performance. Coaching has been actively used in different scopes for a long time. Professionalism is a major field where coaching is widely used in medical education. The implementation of coaching as an educational method, especially after graduation, is getting extensive. Practices based on coaching are drawing more attention in surgery education. Coaching has models developed for different requirements and processes. The mostly used stages of majority of models are establishing trust-based communication, statement of problems, setting of objectives, and solving of problems. Coaches also benefit from coaching. Because of this, coaching is considered as a living and constantly developing process. Establishing a trust-based communication media is critical for success. Coaching can be used in different fields of medical education. Efforts to improve coaching-based education activities should be supported.

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Systematic review of coaching to enhance surgeons' operative performance

Cited by 86 publications

References 50 publications

Where philosophy meets culture: exploring how coaches conceptualise their roles

Where philosophy meets culture: exploring how coaches conceptualise their roles

The Future of Plastic Surgery Resident Education

What is Coaching? Can it Be Applied in Medical Education?

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