The positive impact of structured teaching in the operating room

Leung, Yee; Salfinger, Stuart; Mercer, Annette

doi:10.1111/ajo.12392

Cited by 17 publications

(6 citation statements)

References 16 publications

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“…32 Most educational interventions are based on the briefing, intraoperative teaching, and debriefing model, which involves faculty education on operative instruction and coaching to help with resident goal setting, learner competencies, and behaviors. [33][34][35] Other interventions have involved surgical skills feedback cards to promote key operative steps and provide feedback or other combinations of debriefing. 36,37 Yet, no study has investigated the effect of various teaching practices on patient outcomes.…”

Section: Discussionmentioning

confidence: 99%

Increased Intraoperative Faculty Entrustment and Resident Entrustability Does Not Compromise Patient Outcomes After General Surgery Procedures

et al. 2020

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Background: Intraoperative resident autonomy has been compromised secondary to expectations for increased supervision without defined parameters for safe progressive independence, diffusion of training experience, and more to learn with less time. Surgical residents who are insufficiently entrusted during training attain less autonomy, confidence, and even clinical competency, potentially affecting future patient outcomes. Objective: To determine if OpTrust, an educational intervention for increasing intraoperative faculty entrustment and resident entrustability, negatively impacts patient outcomes after general surgery procedures. Methods: Surgical faculty and residents received OpTrust training and instruction to promote intraoperative faculty entrustment and resident entrustability. A post-intervention OpTrust cohort was compared to historical and pre-intervention OpTrust cohorts. Multivariable logistic and negative binomial regression was used to evaluate the impact of the OpTrust intervention and time on patient outcomes. Setting: Single tertiary academic center. Participants: General surgery faculty and residents. Main Outcome(s) and Measure(s): Thirty-day postoperative outcomes, including mortality, any complication, reoperation, readmission, and length of stay. Results: A total of 8890 surgical procedures were included. After risk adjustment, overall patient outcomes were similar. Multivariable regression estimating the effect of the OpTrust intervention and time revealed similar patient outcomes with no increased risk (P > 0.05) of mortality {odds ratio (OR), 2.23 [95% confidence interval (CI), 0.87-5.6]}, any complication [OR, 0.98 (95% CI, 0.76-1.3)], reoperation [OR, 0.65 (95% CI, 0.42-1.0)], readmission [OR, 0.82 (95% CI, 0.57-1.2)], and length of stay [OR, 0.99 (95% CI, 0.86-1.1)] compared to the historic and pre-intervention OpTrust cohorts. Conclusions: OpTrust, an educational intervention to increase faculty entrustment and resident entrustability, does not compromise postoperative patient outcomes. Integrating faculty and resident development to further enhance entrustment and entrustability through OpTrust may help facilitate increased resident autonomy within the safety net of surgical training without negatively impacting clinical outcomes.

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Section: Discussionmentioning

confidence: 99%

Increased Intraoperative Faculty Entrustment and Resident Entrustability Does Not Compromise Patient Outcomes After General Surgery Procedures

et al. 2020

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“…In a study by Leung et al, the effect of structuring educational situations in the operating room was studied based on a specific teaching format, focused on setting goals and providing feedback after the operation. Their results showed that application of educational frameworks to structure educational situations in the operating room increased the satisfaction of surgeons and residents, provided an opportunity to give feedback, and improved the concentration on learning objectives (15).…”

Section: Discussionmentioning

confidence: 99%

Clinical Teaching of Residents in Operating Room: A Review of Methods and Strategies for Strengthening Teaching and Learning

Rahimi

Shirani

2018

Strides Dev Med Educ

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Background: The operating room is considered a learning platform for technical and non-technical skill training. Training in operating rooms helps learners from different groups, especially surgery residents, acquire the necessary clinical competence. Nevertheless, operating room training is only effective if it is accompanied by efficient and applicable teaching methods. Objectives: The current study aimed at reviewing the strategies and methods to enhance teaching and learning of residents in operating room settings. Methods: The current review study was conducted based on library studies and review of the literature. PubMed, SID, and MagIran databases, as well as Google Scholar search engine, were searched using relevant phrases and keywords. A total of 60 articles were retrieved, out of which 22 articles were identified as consistent with the study objectives. Results: The data obtained from the literature review were categorized into three sections: "General structure of training in the operating room", "strategies and methods to strengthen teaching and learning in the operating room", and "structured training models in the operating room". Finally, application of these strategies in clinical teaching was summarized in three stages: Before operation, during operation, and after operation. Conclusions: The operating room is a clinical facility with specific characteristics, which can challenge teaching in this setting. However, application of effective strategies and methods, as well as efficiently structured training based on the proposed models can facilitate teaching and learning enhancement in operating rooms.

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“…Potential applications of the MATE in the context of anesthesiology training are numerous. In other settings, EEMs have been used to evaluate interventions designed to improve teaching and learning, 25 monitor the impact of curricular change, [26][27][28] longitudinal changes over time and between cohorts, 23 and differences in training locations. 24 In a recent review of a generic postgraduate training EEM, 8/9 studies reported significant differences in overall EEM scores for rural vs urban training locations.…”

Section: Utilitymentioning

confidence: 99%

Developing and validating a tool for measuring the educational environment in clinical anesthesia

Sidhu

Clissold

2018

Can J Anesth/J Can Anesth

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The positive impact of structured teaching in the operating room

Cited by 17 publications

References 16 publications

Increased Intraoperative Faculty Entrustment and Resident Entrustability Does Not Compromise Patient Outcomes After General Surgery Procedures

Increased Intraoperative Faculty Entrustment and Resident Entrustability Does Not Compromise Patient Outcomes After General Surgery Procedures

Clinical Teaching of Residents in Operating Room: A Review of Methods and Strategies for Strengthening Teaching and Learning

Developing and validating a tool for measuring the educational environment in clinical anesthesia

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