The Effect of Positive and Negative Verbal Feedback on Surgical Skills Performance and Motivation

Kannappan, Aarthy; Yip, Dana; Lodhia, Nayna A.; Morton, John M.; Lau, James N.

doi:10.1016/j.jsurg.2012.05.012

Cited by 31 publications

(17 citation statements)

References 5 publications

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“…The majority of feedback within the context of surgery relates to improving one’s skills 7 or its impact following the introduction of a feedback intervention tool, 8 rather than its impact on the trainee themselves. There is paucity within the literature describing the effect that verbal feedback can have on surgical trainee’s development and well-being.…”

Section: Introductionmentioning

confidence: 99%

How can positive and negative trainer feedback in the operating theatre impact a surgical trainee’s confidence and well-being: a qualitative study in the north of England

Kamali

Illing

2018

BMJ Open

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ObjectiveTo identify the perception of positive feedback (PF) and negative feedback (NF) provided by trainers in the operating theatre on surgical trainees' confidence and well-being.DesignNarrative interview study.SettingTwelve hospitals that form part of one deanery within the UK.ParticipantsMaximum variation sampling of 15 higher general surgical trainees provided insight into how PF and NF from trainers in the operating theatre affect confidence and well-being.MethodsNarrative telephone interviews were conducted with general surgical trainees between April and June 2016. All interviews were recorded, transcribed and anonymised. Transcriptions were analysed using the five-step framework analysis by two independent researchers.ResultsFifteen trainees (age 28–38 years) were interviewed (median interview time: 29 min). Thematic framework analysis identified nine themes within the data. PF, which included corrective feedback, helped the trainees to relax and seemed to enhance their operative performance. All trainees reported significant and unjustified NF, some of which would be defined as undermining and bullying. Many believed this to have a negative impact on their training with minimal educational benefit. Many trainees felt NF adversely affected their performance in the operating theatre with some expressing a wish to leave the profession as a consequence.ConclusionBoth PF and NF exist in the operating theatre. Both have an important influence on the trainee, their performance and career. PF, if specific, helped aid progression of learning, increased motivation and performance of surgical trainees. In contrast, NF was perceived to have detrimental effects on trainees’ performance and their well-being and, in some, introduced a desire to pursue an alternative career.

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Section: Introductionmentioning

confidence: 99%

How can positive and negative trainer feedback in the operating theatre impact a surgical trainee’s confidence and well-being: a qualitative study in the north of England

Kamali

Illing

2018

BMJ Open

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“…We will now demonstrate how the four practices might contribute to learning in the OR in real time. Surveys amongst supervisors and surgical trainees emphasise the significance of the proper guidance and motivation of trainees in the OR . Descriptive studies from a grounded theory perspective have identified several categories of guiding behaviour in supervisors .…”

Section: Discussionmentioning

confidence: 99%

“…Surveys amongst supervisors and surgical trainees emphasise the significance of the proper guidance and motivation of trainees in the OR. 41,42 Descriptive studies from a grounded theory perspective have identified several categories of guiding behaviour in supervisors. 23,43 The present study builds and expands on this by providing a practical tool with which supervisors can pedagogically calibrate guidance in the real time of the surgical procedure.…”

Section: And Nowmentioning

confidence: 99%

Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room

et al. 2019

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Context For centuries now, the operating room (OR) has been the environment in which surgical trainees come to master procedures. Restricted working hours and insufficient levels of autonomy at the end of their training necessitate a shift towards alternative effective learning strategies. Self‐regulated learning is a promising strategy by which surgical trainees can learn more with fewer exposures. However, the challenge is to understand how surgical trainees regulate their learning in the clinical context of the OR. Objectives The purpose of this study is to identify and understand the strategies of surgical trainees in engaging their supervisors for learning purposes and how these strategies contribute to effective learning. Methods Total hip replacement procedures performed by four surgical trainees and their supervisors were videotaped. Using the iterative inductive process of conversation analysis, each verbal initiative to engage the supervisor was identified, analysed (‘why that now’) and categorised. Results Surgical trainees used a range of practices to engage supervisors and recruit expertise, ranging from explicit recruitment to implicit hints. We identified four major categories. Surgical trainees: (i) invite the supervisor to provide an evaluation of the ongoing task; (ii) express an evaluation of the ongoing task and then explicitly invite the supervisor to provide an evaluation; (iii) express an evaluation of the ongoing task and then invite the supervisor to provide confirmation, and (iv) express an evaluation of the ongoing task without engaging the supervisor. Conclusions Surgical trainees recruit expertise from supervisors using practices of four different categories. Trainees’ actions are provoked by the moment at which they experience insufficient expertise and are focused on the task at hand in the immediate present. Supervisors can and do elaborate on these requests to provide explicit teaching. Insight into these practices provides tools for reflection on OR learning, proficiency assessment and deliberation to adapt guidance in the real time of the procedure.

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“…The current student generation puts high requirements on the quality and motivation of their education [ 13 ]. Motivation is known to have a strong effect on knowledge gain [ 14 ]. ALICE supports motivation by offering exploration of an immersive world with freedom of choices and treatment of the user’s own virtual patients [ 15 ].…”

Section: Discussionmentioning

confidence: 99%

Web-Based Immersive Patient Simulator as a Curricular Tool for Objective Structured Clinical Examination Preparation in Surgery: Development and Evaluation

et al. 2018

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BackgroundObjective Structured Clinical Examination is a standard method of testing declarative and process knowledge in clinical core competencies. It is desirable that students undergo Objective Structured Clinical Examination training before participating in the exam. However, establishing Objective Structured Clinical Examination training is resource intensive and therefore there is often limited practice time. Web-based immersive patient simulators such as ALICE (Artificial Learning Interface of Clinical Education) can possibly fill this gap as they allow for the training of complex medical procedures at the user’s individual pace and with an adaptable number of repetitions at home. ALICE has previously been shown to positively influence knowledge gain and motivation.ObjectiveTherefore, the aim of this study was to develop a Web-based curriculum that teaches declarative and process knowledge and prepares students for a real Objective Structured Clinical Examination station. Furthermore, we wanted to test the influence of ALICE on knowledge gain and student motivation.MethodsA specific curriculum was developed in order to implement the relevant medical content of 2 surgical Objective Structured Clinical Examination stations into the ALICE simulator framework. A total of 160 medical students were included in the study, where 100 students had access to ALICE and their performance was compared to 60 students in a control group. The simulator performance was validated on different levels and students’ knowledge gain and motivation were tested at different points during the study.ResultsThe curriculum was developed according to the Kern cycle. Four virtual clinical cases were implemented with different teaching methods (structured feedback, keynote speech, group discussion, and debriefing by a real instructor) in order to consolidate declarative and process knowledge. Working with ALICE had significant impact on declarative knowledge gain and Objective Structured Clinical Examination performance. Simulator validation was positive for face, content, construct, and predictive validity. Students showed high levels of motivation and enjoyed working with ALICE.ConclusionsALICE offers Web-based training for Objective Structured Clinical Examination preparation and can be used as a selective didactic intervention as it has positive effect on knowledge gain and student motivation.

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The Effect of Positive and Negative Verbal Feedback on Surgical Skills Performance and Motivation

Cited by 31 publications

References 5 publications

How can positive and negative trainer feedback in the operating theatre impact a surgical trainee’s confidence and well-being: a qualitative study in the north of England

How can positive and negative trainer feedback in the operating theatre impact a surgical trainee’s confidence and well-being: a qualitative study in the north of England

Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room

Web-Based Immersive Patient Simulator as a Curricular Tool for Objective Structured Clinical Examination Preparation in Surgery: Development and Evaluation

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