Teaching and Mentoring Early in Surgical Practice

Kapadia, Muneera R.; Hrabe, Jennifer E.; Shelton, Julia; Erdahl, Lillian M.

doi:10.1177/0003134820960073

Cited by 5 publications

(2 citation statements)

References 6 publications

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“…During their training, students commonly witness the occurrence of safety events and unsafe practices [ 18 ], but they are unable to “speak up” during a critical situation in 56% of cases, even when they can do so [ 19 ]. Universities, and particularly student mentors, must transmit transferable skills to deal with such events [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

Patient safety topics, especially the second victim phenomenon, are neglected in undergraduate medical and nursing curricula in Europe: an online observational study

Sánchez-García,

Saurín-Morán,

Carrillo

et al. 2023

BMC Nurs

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This study aims to assess the inclusion of second victims and other patient safety issues in the curricula of undergraduate medical and nursing degrees in the countries participating in the European Researchers’ Network Working on Second Victims (The ERSNT Consortium, COST Action 19,113). A review of medical and nursing school curricula in 206 universities was carried out, using their websites to search for subjects addressing “patient safety”, “quality of care”, “risk management”, “safe practices”, “interprofessional communication”, “adverse events”, and “second victims”. There was substantial variability in the extent of training for patient safety. Forty-four out of 88 nursing schools and 74 of 118 medical schools did not include any of the patient safety topics studied. The most frequent in both nursing and medicine was “interprofessional communication”, followed by “quality of care” and basic aspects on “patient safety”. The second victim phenomenon was present in only one curriculum of the total sample. Our study showed that patient safety, especially the second victim phenomenon, is still neglected in medical and nursing curricula in European universities, although positive initiatives were also found. Given the frequency with which adverse events occur in health centres and the need to prepare students to deal with them adequately, additional efforts are needed to introduce patient safety elements into medical and nursing education.

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Section: Discussionmentioning

confidence: 99%

Patient safety topics, especially the second victim phenomenon, are neglected in undergraduate medical and nursing curricula in Europe: an online observational study

Sánchez-García,

Saurín-Morán,

Carrillo

et al. 2023

BMC Nurs

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“…These findings may be related to the absence of time and safety stressors that are in the operating room, as it has been found that the operating room is felt to be the most challenging teaching setting due to attention to patient safety. 21 Negative feedback and questioning have potentially negative effects on trainees including loss of interest and lack of self-worth, and should be used minimally. 22 Regardless of the teaching trends identified here, surgical educators should also be reminded that learner-centered education is a tenet of adult learning theory 23 and that techniques and topics should be tailored to the individual learning needs of residents.…”

Section: Discussionmentioning

confidence: 99%

Supplementing Intraoperative Mastoidectomy Teaching With Video-Based Coaching

Raymond

Studer

Al-Mulki

2022

Ann Otol Rhinol Laryngol

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Objectives: Video-based coaching might complement general surgery education, but little is known of its applicability for otologic microsurgical teaching. Our purpose was thus to evaluate the content and resident-perceived benefit of video-based coaching for mastoidectomy education. Methods: In this mixed-methods pilot design, mastoidectomies were recorded from operative microscopes and reviewed during 30-minute video-based coaching sessions at 2 tertiary care centers. Eight residents and 3 attendings participated. Ten-point Likert-type questionnaires on the extent to which attendings taught 12 topics through 8 techniques were completed by residents after surgical and coaching sessions. Coaching sessions and structured interviews with residents were audio-recorded, transcribed and iteratively coded. Results: Seven audio-recordings were available for coaching sessions, during which a mean of 2.22 ± 0.5 topics per minute were discussed. Of the 12 teaching topics, technique was discussed most frequently (32%, 0.71 ± 0.2 topics/min), followed by anatomy (16%, 0.31 ± 0.16 topics/min). Of all 8 ratings between coaching and operative sessions, residents indicated a greater extent of discussion of anatomy (median difference, [95% confidence interval (CI)] of 3 [1-4]), progress (2.25 [95% CI, 0.5-4]), technique (3.5 [95% CI, 1.5-5.5]), pitfalls (2.5 [95% CI, 1-3.5]), and summarizing (3 [95% CI, 1-5]). In structured interviews, residents reported improved self-confidence and global perspective. Conclusions: Video-based coaching is educationally dense and characterized by perceived richer teaching and promotion of a deeper surgical understanding. It requires no additional resources, can be completed in a short period of time and can be implemented programmatically for any otolaryngologic subspecialty utilizing video-recording capable equipment.

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