The Briefing, Intraoperative Teaching, Debriefing Model for Teaching in the Operating Room

Roberts, Nicole K.; Williams, Reed G.; Kim, Michael J.; Dunnington, Gary L.

doi:10.1016/j.jamcollsurg.2008.10.024

Cited by 211 publications

(131 citation statements)

References 9 publications

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“…The three-phase briefing-intraoperative teaching-debriefing (BID) framework [25] has been shown to be effective in structuring the teaching before, during, and after hands-on surgical training in the operating room [13,14]. The briefing phase is characterized by discussing and setting learning goals for trainees to work on during the intraoperative phase [25,26].…”

Section: The Bid Modelmentioning

confidence: 99%

“…The briefing phase is characterized by discussing and setting learning goals for trainees to work on during the intraoperative phase [25,26]. Trainees come up with learning goals or teachers do suggestions, for example, based on their prior experiences with the trainee.…”

Section: The Bid Modelmentioning

confidence: 99%

“…Research suggests that if clear learning goals on nontechnical skills are lacking the teachers' attention for nontechnical skills will be minimal [22]. The teacher and trainee should agree to focus on one or two learning goals [25], which help the teacher, but also the trainee, to focus on what has to be taught and trained during the intraoperative phase. The briefing generally takes only a few minutes.…”

Section: The Bid Modelmentioning

confidence: 99%

“…The teaching during the intraoperative phase should be aimed at achieving the learning goals and form the guidelines for the teacher to structure the training [25]. How to effectively teach during the intraoperative or the hands-on training phase is discussed in the sections concerning the learning of technical and nontechnical skills.…”

Section: The Bid Modelmentioning

confidence: 99%

“…The final phase is the debriefing during which the teacher and trainee reflect on the achievement of the learning goals [25]. Research showed that teachers during the debriefing are inclined to emphasize what went wrong with a focus on technical skills and without sufficient elaboration on how to improve [14].…”

Section: The Bid Modelmentioning

confidence: 99%

See 4 more Smart Citations

Integrating Technical and Nontechnical Skills in Hands-On Surgical Training

Alken¹,

Fluit²,

Luursema³

et al. 2018

Medical and Surgical Education - Past, Present and Future

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Safe and effective surgery requires high-quality technical and nontechnical skills. Although the importance of nontechnical skills has become increasingly clear, today's surgical curricula still lack formal training in nontechnical skills. In this chapter, we discuss how to integrate technical and nontechnical skills training into surgical curricula and provide strategies on how to teach both skill sets concurrently in a hands-on setting.

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Section: The Bid Modelmentioning

confidence: 99%

Section: The Bid Modelmentioning

confidence: 99%

Section: The Bid Modelmentioning

confidence: 99%

Section: The Bid Modelmentioning

confidence: 99%

Section: The Bid Modelmentioning

confidence: 99%

See 3 more Smart Citations

Integrating Technical and Nontechnical Skills in Hands-On Surgical Training

Alken¹,

Fluit²,

Luursema³

et al. 2018

Medical and Surgical Education - Past, Present and Future

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show abstract

Impact of Objectively Assessing Surgeons’ Teaching on Effective Perioperative Instructional Behaviors

et al. 2013

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Characteristics Associated With Outstanding General Surgery Residency Graduate Performance, as Rated by Surgical Educators

et al. 2022

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ImportanceCharacteristics of outstanding graduating surgical residents are currently undefined. Identifying these qualities may be important in guiding resident selection and resident education.ObjectiveTo determine characteristics that are most strongly associated with being rated as an outstanding graduating surgical resident.Design, Setting, and ParticipantsThe multi-institutional study had 3 phases. First, an expert panel developed a list of characteristics embodied by top graduating surgical residents. Second, groups of faculty from 14 US general-surgery residency programs ranked 2017 through 2020 graduates into quartiles of overall performance. Third, faculty evaluated their graduates on each characteristic using a 5-point Likert scale. Data were analyzed using Spearman rank-order correlation to identify which individual characteristics were associated with overall graduate performance. A least absolute shrinkage and selection operator (LASSO) ordinal regression was performed to select a parsimonious model to predict the outcome of overall performance rating from individual characteristic scores.Main Outcome and MeasuresSurgical educators’ rankings of general surgery residency graduates’ overall performance.ResultsFifty faculty from 14 US residency programs with a median of 13 (range, 5-30) years of surgical education experience evaluated 297 general surgery residency graduates. Surgical educators identified 21 characteristics that they believed outstanding graduating surgical residents possessed. Two hundred ninety-seven surgical residency graduates were evaluated. Higher scores in every characteristic correlated with better overall performance. Characteristics most strongly associated with higher overall performance scores were surgical judgment (r = 0.728; P &lt; .001), leadership (r = 0.726; P &lt; .001), postoperative clinical skills (r = 0.715; P &lt; .001), and preoperative clinical skills (r = 0.707; P &lt; .001). The remainder of the characteristics were moderately associated with overall performance. The LASSO regression model identified 3 characteristics from which overall resident performance could be accurately predicted without measuring other qualities: surgical judgment (odds ratio [OR] per 1 level of 5-level Likert scale OR, 1.27; 95% CI, 1.03-1.51), leadership (OR, 1.27; 95% CI, 1.06-1.48), and medical knowledge (OR, 1.16; 95% CI, 1.01-1.33).Conclusions and RelevanceAll individual characteristics identified by surgical educators as being qualities of outstanding graduating surgical residents were positively associated with overall graduate performance. Surgical judgment and leadership skills had the strongest individual associations. Assessment of only 3 qualities (surgical judgment, leadership, and medical knowledge) were required to predict overall resident performance ratings. These findings highlight the importance of developing specific surgical judgment and leadership skills curricula and assessments during surgical residency.

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The Briefing, Intraoperative Teaching, Debriefing Model for Teaching in the Operating Room

Cited by 211 publications

References 9 publications

Integrating Technical and Nontechnical Skills in Hands-On Surgical Training

Integrating Technical and Nontechnical Skills in Hands-On Surgical Training

Impact of Objectively Assessing Surgeons’ Teaching on Effective Perioperative Instructional Behaviors

Characteristics Associated With Outstanding General Surgery Residency Graduate Performance, as Rated by Surgical Educators

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