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Waisanen K, Parmar G, Iskhakov N, Baetzhold D, Lutnick E, Henning F, Saade K, Peterson M, Nader N, Chevli KK. Evaluation of Educational Feedback in Urology Training: A Survey-Based Assessment of Trainees and Program Directors. Cureus 2024; 16:e51716. [PMID: 38318556 PMCID: PMC10838810 DOI: 10.7759/cureus.51716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2024] [Indexed: 02/07/2024] Open
Abstract
OBJECTIVE Our objective was to evaluate current satisfaction with the feedback provided during post-graduate urological training, including the quality and frequency of feedback, with participants consisting of both trainees and program directors. Additionally, we aimed to identify areas for future improvement in resident and fellow-level urological training. METHODS Graduating residents, fellows, and program directors from accredited residency/fellowship programs in the United States were surveyed. A total of 575 surveys were sent out. Information on feedback frequency, quality, form, and satisfaction was collected using applicable multiple-choice responses and a five-point Likert scale. An open-ended question gathered suggestions for improving current feedback processes. A chi-square test of independence was used to compare the responses to individual questions. RESULTS Ninety-two respondents answered our survey: 22 residents, 18 fellows, 25 residency program directors (PDs), and 27 fellowship PDs. The distribution of age, race, and gender categories was not significantly different between PDs and trainees. However, there was a significant difference in their subspecialties and American Urological Association (AUA) sections. The majority of fellowship PDs, residency PDs, fellows, and residents (88 total) reported verbal feedback as the predominant method within their practice. This was followed by written (68 total), electronic (54 total), and app-based feedback (19 total). CONCLUSION Our study suggests that there may be a need for ongoing improvement or standardization of feedback mechanisms in the field of urological training and highlights the perceived discrepancies between learners and educators.
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Affiliation(s)
- Kyle Waisanen
- Urology, Lee Physician Group Urology, Fort Myers, USA
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Gaganjot Parmar
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Nathaniel Iskhakov
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Daniel Baetzhold
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Ellen Lutnick
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Finn Henning
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Kiana Saade
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Matthew Peterson
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
| | - Nader Nader
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
- VA (Veteran Affairs) WNY (Western New York) Health Care System, Buffalo VA Medical Center, Buffalo, USA
| | - K Kent Chevli
- Urology, University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, USA
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Standiford TC, Eltawil Y, Durr ML, Pletcher SD, Chang JL. Leadership Training Curriculum for Otolaryngology-Head and Neck Surgery Residents: A Scoping Review. Otolaryngol Head Neck Surg 2023; 169:1436-1444. [PMID: 37555241 DOI: 10.1002/ohn.478] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Revised: 06/25/2023] [Accepted: 07/19/2023] [Indexed: 08/10/2023]
Abstract
OBJECTIVE Otolaryngologists take on various leadership roles throughout their daily practice, but specific training focused on leadership development during otolaryngology-head and neck surgery (OHNS) residency is not well-defined. This project explores the current state of leadership curricula for OHNS residents. DATA SOURCES Google Scholar, Embase, PubMed, and MedEdPORTAL. REVIEW METHODS A scoping review was performed on English-language, full-text, peer-reviewed articles that describe leadership curricula for OHNS residents. Investigators reviewed curriculum settings, content, delivery methods, and assessment; curriculum effectiveness was evaluated using Kirkpatrick effectiveness scores and article quality was assessed using the Best Evidence in Medical Education (BEME) index. CONCLUSION Three thousand four hundred sixteen articles met search criteria, 198 articles were included for full-text review, and 4 articles met inclusion criteria. Curriculum content and delivery methods were diverse. Curriculum cadence ranged from 2-day immersion trainings to year-long longitudinal programs. Only one of the included studies utilized a needs assessment to inform curriculum development. Two articles achieved Kirkpatrick effectiveness scores of 2, indicating changes in the attitudes or perceptions among participants and a quality measure of 3, indicating clear conclusions drawn from the results. IMPLICATIONS FOR PRACTICE The current state of leadership training in OHNS residency is limited and nonuniform. These data align with descriptions of leadership training in other surgical residencies which are reported as heterogenous and lacking in effectiveness. This review highlights the need for standardized leadership training for OHNS residents. The high-quality leadership development initiatives within graduate medical education are reviewed to inform future directions for effective curriculum development and assessment.
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Affiliation(s)
- Taylor C Standiford
- Department of Otolaryngology-Head & Neck Surgery, University of California, San Francisco, California, USA
| | - Yasmin Eltawil
- San Francisco School of Medicine, University of California, San Francisco, California, USA
| | - Megan L Durr
- Department of Otolaryngology-Head & Neck Surgery, Zuckerberg San Francisco General Hospital, University of California, San Francisco, California, USA
| | - Steven D Pletcher
- Department of Otolaryngology-Head & Neck Surgery, University of California, San Francisco, California, USA
| | - Jolie L Chang
- Department of Otolaryngology-Head & Neck Surgery, Division of Sleep Surgery and General Otolaryngology, University of California, San Francisco, California, USA
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3
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Debono B, Baumgarten C, Guillain A, Lonjon N, Hamel O, Moncany AH, Magro E. Becoming a neurosurgeon in France: A qualitative study from the trainees' perspective. BRAIN & SPINE 2023; 3:102674. [PMID: 38021020 PMCID: PMC10668099 DOI: 10.1016/j.bas.2023.102674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/11/2023] [Revised: 09/03/2023] [Accepted: 09/17/2023] [Indexed: 12/01/2023]
Abstract
Introduction The training of neurosurgeons is evolving in a world of socio-professional changes, including the technological revolution, administrative pressure on stakeholders, reduced working hours, geographical heterogeneity, generational changes, to name but a few. Research question This qualitative study aimed to explore experiences and feedback of French neurosurgical trainees concerning their training. Material and methods The grounded theory approach was used with 23 neurosurgical trainees' interviews. Inclusion was continued until data saturation. Six researchers (an anthropologist, a psychiatrist, and four neurosurgeons) thematically and independently analyzed data collected through anonymized interviews. Results Data analysis identified three superordinate themes: (1) The Trainee-Senior Dyad, where the respondents describe a similar bipolarity between trainees and faculty (trainees oscillating between those who fit into the system and those who are more reluctant to accept hierarchy, faculty using an ideal pedagogy while others refuse to help or invest in training); (2) The difficulty to learn (describing pressure exercised on trainees that can alter their motivation and degrade their training, including the impact of administrative tasks); (3) A pedagogy of empowerment (trainee' feelings about the pertinent pedagogy in the OR, ideal sequence to progress, progressive empowerment especially during the shifts, and stress of envisioning themselves as a senior neurosurgeon). Discussion and conclusion Respondents emphasize the heterogeneity of their training both intra- and inter-university-hospital. Their critical analysis, as well as the formalization of their stress to become autonomous seniors, can be an important link with the reforms and optimizations currently being carried out to improve and standardize the training of young French neurosurgeons.
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Affiliation(s)
- Bertrand Debono
- Department of Neurosurgery, Paris-Versailles Spine Center, Hôpital Privé de Versailles, Les Franciscaines, 78000, Versailles, France
| | - Clément Baumgarten
- Department of Neurosurgery, University Hospital of Grenoble, Grenoble, France
| | - Antoine Guillain
- AMADES (medical Anthropology, Development and Health), Centre de la Vieille Charité, 2 rue de la Charité, Marseille, France
| | - Nicolas Lonjon
- Department of Neurosurgery, Hôpital Gui de Chauliac, Montpellier University Medical Center, Montpellier, France
| | - Olivier Hamel
- Department of Psychiatry and Addictive Behaviour, Gerard Marchant Hospital Center, Toulouse, France
| | - Anne-Hélène Moncany
- Department of Neurosurgery, Ramsay-Clinique des Cèdres, Cornebarrieu, France
| | - Elsa Magro
- Department of Neurosurgery, CHU Cavale Blanche, INSERM UMR 1101 LaTIM, Brest, France
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Rodler S, Bujoreanu CE, Baekelandt L, Volpi G, Puliatti S, Kowalewski KF, Belenchon IR, Taratkin M, Rivas JG, Veccia A, Piazza P, Carrion DM, Cacciamani GE, Esperto F, Checcucci E. The Impact on Urology Residents' Learning of Social Media and Web Technologies after the Pandemic: A Step Forward through the Sharing of Knowledge. Healthcare (Basel) 2023; 11:1844. [PMID: 37444678 DOI: 10.3390/healthcare11131844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Revised: 06/14/2023] [Accepted: 06/19/2023] [Indexed: 07/15/2023] Open
Abstract
The COVID-19 pandemic has impacted urology residents and their training. However, several new technologies or knowledge platforms as social media (SoMe) and web-based learning solutions have filled this gap. Therefore, we aimed to analyze resident's learning curves of new learning modalities, identify the evidence that is provided in the literature, and evaluate the possible impact of such solutions in the future. We conducted a non-systematic literature search using Medline, PubMed, and Embase. In addition, online resources of national and international urology resident societies were queried. The identified paper described SoMe, webinars, podcasts, pre-recorded surgical videos, educational platforms, and mobile apps in the field of urology that are used to gain access to information, teach and provide feedback to residents, and were used under the conditions of the pandemic. The application of those technologies harbors the risk of mis- and disinformation, but have the potential to provide access to education and validated knowledge, training, and feedback and thereby might democratize training of residents in urology globally.
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Affiliation(s)
- Severin Rodler
- Department of Urology, LMU University Hospital, LMU Munich, 81377 Munich, Germany
| | | | - Loic Baekelandt
- Department of Urology, University Hospitals Leuven, 3000 Leuven, Belgium
| | - Gabriele Volpi
- Department of Surgery, Candiolo Cancer Institute, FPO-IRCCS, 10060 Turin, Italy
| | - Stefano Puliatti
- Department of Urology, University of Modena and Reggio Emilia, 42121 Modena, Italy
| | - Karl-Friedrich Kowalewski
- Department of Urology, University Medical Center Mannheim, University of Heidelberg, 68167 Mannheim, Germany
| | - Ines Rivero Belenchon
- Urology and Nephrology Department, Virgen del Rocío University Hospital, Manuel Siurot s/n, 41013 Seville, Spain
| | - Mark Taratkin
- Institute for Urology and Reproductive Health, Sechenov University, 119435 Moscow, Russia
| | - Juan Gomez Rivas
- Department of Urology, Hospital Clinico San Carlos, 28040 Madrid, Spain
| | - Alessandro Veccia
- Urology Unit, Azienda Ospedaliera Universitaria Integrata Verona, 37126 Verona, Italy
| | - Pietro Piazza
- Division of Urology, IRCCS Azienda Ospedaliero-Universitaria di Bologna, 40138 Bologna, Italy
| | - Diego M Carrion
- Department of Urology, Torrejon University Hospital, 28850 Madrid, Spain
- Department of Urology, Universidad Francisco de Votoria, 28223 Madrid, Spain
| | | | - Francesco Esperto
- Department of Urology, Campus Biomedico, University of Rome, 00128 Rome, Italy
| | - Enrico Checcucci
- Department of Surgery, Candiolo Cancer Institute, FPO-IRCCS, 10060 Turin, Italy
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Gauly J, Court R, Currie G, Seers K, Clarke A, Metcalfe A, Wilson A, Hazell M, Grove AL. Advancing leadership in surgery: a realist review of interventions and strategies to promote evidence-based leadership in healthcare. Implement Sci 2023; 18:15. [PMID: 37179327 PMCID: PMC10182608 DOI: 10.1186/s13012-023-01274-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Accepted: 05/05/2023] [Indexed: 05/15/2023] Open
Abstract
BACKGROUND Healthcare systems invest in leadership development of surgeons, surgical trainees, and teams. However, there is no agreement on how interventions should be designed, or what components they must contain to be successful. The objective of this realist review was to generate a programme theory explaining in which context and for whom surgical leadership interventions work and why. METHODS Five databases were systematically searched, and articles screened against inclusion considering their relevance. Context-mechanism-outcome configurations (CMOCs) and fragments of CMOCs were identified. Gaps in the CMOCs were filled through deliberation with the research team and stakeholder feedback. We identified patterns between CMOCs and causal relationships to create a programme theory. RESULTS Thirty-three studies were included and 19 CMOCs were developed. Findings suggests that interventions for surgeons and surgical teams improve leadership if timely feedback is delivered on multiple occasions and by trusted and respected people. Negative feedback is best provided privately. Feedback from senior-to-junior or peer-to-peer should be delivered directly, whereas feedback from junior-to-senior is preferred when delivered anonymously. Leadership interventions were shown to be most effective for those with awareness of the importance of leadership, those with confidence in their technical surgical skills, and those with identified leadership deficits. For interventions to improve leadership in surgery, they need to be delivered in an intimate learning environment, consider implementing a speak-up culture, provide a variety of interactive learning activities, show a genuine investment in the intervention, and be customised to the needs of surgeons. Leadership of surgical teams can be best developed by enabling surgical teams to train together. CONCLUSIONS The programme theory provides evidence-based guidance for those who are designing, developing and implementing leadership interventions in surgery. Adopting the recommendations will help to ensure interventions are acceptable to the surgical community and successful in improving surgical leadership. TRIAL REGISTRATION The review protocol is registered with PROSPERO (CRD42021230709).
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Affiliation(s)
- Julia Gauly
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, CV4 7HL, UK
| | - Rachel Court
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, CV4 7HL, UK
| | - Graeme Currie
- Warwick Business School, University of Warwick, Scarman Rd, Coventry, CV4 7AL, UK
| | - Kate Seers
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, CV4 7HL, UK
| | - Aileen Clarke
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, CV4 7HL, UK
| | - Andy Metcalfe
- Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Gibbet Hill Campus, Coventry, CV4 7AL, UK
| | - Anna Wilson
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, CV4 7HL, UK
| | - Matthew Hazell
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, CV4 7HL, UK
| | - Amy Louise Grove
- Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, CV4 7HL, UK.
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Epperson MV, Thorne E, Kupfer RA, Thatcher AL, Thorne MC. The Effect of Anonymity on Quality of Resident Feedback. JOURNAL OF SURGICAL EDUCATION 2022; 79:1253-1258. [PMID: 35688705 DOI: 10.1016/j.jsurg.2022.05.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 03/28/2022] [Accepted: 05/11/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE Quality feedback is critical to facilitate better performance and quicker learning. However, faculty may be hesitant to provide quality constructive feedback, especially in written form, due to fear of retaliation. We evaluated the impact of faculty anonymity on the quality of faculty-to-resident feedback. DESIGN A retrospective review was undertaken of faculty evaluation of resident performance from 2017 to 2018, when evaluations were identifiable, compared to 2018-2019, when evaluations were anonymous. Evaluations included 27 individual items with Likert type scoring and 2 open-ended questions. Open-ended responses and overall performance were de-identified and scored by 2 reviewers independently using the task, performance gap, action scoring model. Comparisons between groups were performed with the Wilcoxon-Mann-Whitney test. SETTING Tertiary Care Institution, University of Michigan, Ann Arbor, MI PARTICIPANTS: 415 resident performance evaluations were available for analysis with 251 in the identifiable group and 164 in the anonymous group. RESULTS The average composite score for the identifiable group was 105.2 and 103.4 in the anonymous group (p = 0.22). The effect size of the impact on composite score was small (Cohen's d 0.084, 95% CI -0.11-0.28). There was excellent inter-rater reliability. There were no differences between feedback groups for any of the 3 components of task, performance gap, and action model. While average scores for all 3 components were low, action scores were lowest. CONCLUSIONS Anonymity did not significantly impact faculty evaluations of resident performance. The quality of open-ended feedback on written evaluations was generally poor, especially in identifying actions for continued performance improvement. Additional mechanisms to improve feedback quality should be sought.
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Affiliation(s)
- Madison V Epperson
- Department of Otolaryngology- Head and Neck Surgery, University of Michigan, Ann Arbor, Michigan.
| | | | - Robbi A Kupfer
- Department of Otolaryngology- Head and Neck Surgery, University of Michigan, Ann Arbor, Michigan
| | - Aaron L Thatcher
- Department of Otolaryngology- Head and Neck Surgery, University of Michigan, Ann Arbor, Michigan
| | - Marc C Thorne
- Department of Otolaryngology- Head and Neck Surgery, University of Michigan, Ann Arbor, Michigan
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Abdelsattar JM, Coleman JR, Nagler A, Shabahang M, Ellison EC, Baker Y, Stain SC, Matthews JB, Dent D, Blair P, Britt LD, Sachdeva AK, Spanknebel K. Lived Experiences of Surgical Residents During the COVID-19 Pandemic: A Qualitative Assessment. JOURNAL OF SURGICAL EDUCATION 2021; 78:1851-1862. [PMID: 34045160 PMCID: PMC8101794 DOI: 10.1016/j.jsurg.2021.04.020] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 04/29/2021] [Indexed: 05/07/2023]
Abstract
OBJECTIVE As the COVID-19 pandemic dynamically changes our society, it is important to consider how the pandemic has affected the training and wellness of surgical residents. Using a qualitative study of national focus groups with general surgery residents, we aim to identify common themes surrounding their personal, clinical, and educational experiences that could be used to inform practice and policy for future pandemics and disasters. DESIGN Six 90-minute focus groups were conducted by a trained qualitative researcher who elicited responses on six predetermined topics. De-identified transcripts and audio recordings were later analyzed by two independent researchers who organized responses to each topic into themes. SETTING Focus groups were conducted virtually and anonymously. PARTICIPANTS General surgery residents were recruited from across the country. Demographic information of potential participants was coded, and subjects were randomly selected to ensure a diverse group of participants. RESULTS The impact of the COVID-19 pandemic on residents' clinical, educational, and personal experiences varied depending on the institutional response of the program and the burden of COVID-19 cases geographically. Many successes were identified: the use of telehealth and virtual didactics, an increased sense of camaraderie amongst residents, and flexibility in scheduling. Many challenges were also identified: uncertainty at work regarding personal protective equipment and scheduling, decreased case volume and educational opportunities, and emotional trauma and burnout associated with the pandemic. CONCLUSIONS These data gathered from our qualitative study highlight a clear, urgent need for thoughtful institutional planning and policies for the remainder of this and future pandemics. Residency programs must ensure a balanced training program for surgical residents as they attempt to master the skills of their craft while also serving as employed health care providers in a pandemic. Furthermore, a focus on wellness, in addition to clinical competency and education, is vital to resident resilience and success in a pandemic setting.
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Affiliation(s)
- Jad M Abdelsattar
- West Virginia University, Department of Surgery, Morgantown, West Virginia
| | - Julia R Coleman
- University of Colorado, Department of Surgery, Aurora, Colorado
| | - Alisa Nagler
- The American College of Surgeons, Division of Education, Chicago, Illinois
| | - Mohsen Shabahang
- The Geisinger Health System, Department of Surgery, Danville, Pennsylvania
| | | | - Yekaterina Baker
- The American College of Surgeons, Division of Education, Chicago, Illinois
| | - Steven C Stain
- Lahey Hospital and Medical Center, Department of Surgery, Burlington, Massachusetts
| | | | - Daniel Dent
- University of Texas Health San Antonio Long School of Medicine, Department of Surgery, San Antonio, Texas
| | - Patrice Blair
- The American College of Surgeons, Division of Education, Chicago, Illinois
| | - L D Britt
- Eastern Virginia University, Department of Surgery, Norfolk, Virginia
| | - Ajit K Sachdeva
- The American College of Surgeons, Division of Education, Chicago, Illinois
| | - Kathryn Spanknebel
- New York Medical College, School of Medicine, Department of Surgery, Valhalla, New York.
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8
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Vilendrer SM, Kling SMR, Wang H, Brown-Johnson C, Jayaraman T, Trockel M, Asch SM, Shanafelt TD. How Feedback Is Given Matters: A Cross-Sectional Survey of Patient Satisfaction Feedback Delivery and Physician Well-being. Mayo Clin Proc 2021; 96:2615-2627. [PMID: 34479736 DOI: 10.1016/j.mayocp.2021.03.039] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/24/2020] [Revised: 01/28/2021] [Accepted: 03/15/2021] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To evaluate how variation in the way patient satisfaction feedback is delivered relates to physician well-being and perceptions of its impact on patient care, job satisfaction, and clinical decision making. PARTICIPANTS AND METHODS A cross-sectional electronic survey was sent to faculty physicians from a large academic medical center in March 29, 2019. Physicians reported their exposure to feedback (timing, performance relative to peers, or channel) and related perceptions. The Professional Fulfillment Index captured burnout and professional fulfillment. Associations between feedback characteristics and well-being or perceived impact were tested using analysis of variance or logistic regression adjusted for covariates. RESULTS Of 1016 survey respondents, 569 (56.0%) reported receiving patient satisfaction feedback. Among those receiving feedback, 303 (53.2%) did not believe that this feedback improved patient care. Compared with physicians who never received feedback, those who received any type of feedback had higher professional fulfillment scores (mean, 6.6±2.1 vs 6.3±2.0; P=.03) but also reported an unfavorable impact on clinical decision making (odds ratio [OR], 2.9; 95% CI, 1.8 to 4.7; P<.001). Physicians who received feedback that included one-on-one discussions (as opposed to feedback without this channel) held more positive perceptions of the feedback's impact on patient care (OR, 2.0; 95% CI, 1.3 to 3.0; P=.003), whereas perceptions were less positive in physicians whose feedback included comparisons to named colleagues (OR, 0.5; 95% CI, 0.3 to 0.8; P=.003). CONCLUSION Providing patient satisfaction feedback to physicians was associated with mixed results, and physician perceptions of the impact of feedback depended on the characteristics of feedback delivery. Our findings suggest that feedback is viewed most constructively by physicians when delivered through one-on-one discussions and without comparison to peers.
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Affiliation(s)
- Stacie M Vilendrer
- Division of Primary Care and Population Health, Stanford School of Medicine, Stanford, CA.
| | - Samantha M R Kling
- Division of Primary Care and Population Health, Stanford School of Medicine, Stanford, CA
| | - Hanhan Wang
- Stanford Medicine WellMD Center, Stanford School of Medicine, Stanford, CA
| | - Cati Brown-Johnson
- Division of Primary Care and Population Health, Stanford School of Medicine, Stanford, CA
| | | | - Mickey Trockel
- Stanford Medicine WellMD Center, Stanford School of Medicine, Stanford, CA; Department of Psychiatry and Behavioral Sciences, Stanford School of Medicine, Stanford, CA
| | - Steven M Asch
- Division of Primary Care and Population Health, Stanford School of Medicine, Stanford, CA; VA Center for Innovation to Implementation, Menlo Park, CA
| | - Tait D Shanafelt
- Stanford Medicine WellMD Center, Stanford School of Medicine, Stanford, CA
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9
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Torres-Landa S, Wairiri L, Cochran A, Brasel KJ. Evaluation of leadership curricula in general surgery residency programs. Am J Surg 2021; 222:916-921. [PMID: 34116793 DOI: 10.1016/j.amjsurg.2021.05.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Revised: 05/07/2021] [Accepted: 05/25/2021] [Indexed: 11/25/2022]
Abstract
The rapid and dynamic surgical environment requires leaders that can help guide their teams to desired outcomes while delivering patient-centered care. The need for early implementation of leadership curricula has been identified; however, most available leadership curricula are tailored for faculty and not embedded within surgery training. The ideal intervention(s) to close this gap while addressing the unique challenges of the demanding surgical training are yet to be identified. This manuscript reviews the current status of residency leadership programs and the relationship of leadership to other essential aspects for optimal training of future surgeon leaders. The use of best practice medical education frameworks is key to help guide effective and sustainable evidence-based leadership curricula. The collaboration, standardization, and publication of leadership curricula for surgery residents can serve as prototypes to address specific needs at different training institutions with the aim of equipping surgeons with the necessary leadership tools for their success.
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Affiliation(s)
- Samuel Torres-Landa
- Division of Trauma, Critical Care, Acute Care Surgery, and General Surgery, Department of Surgery, Oregon Health and Science University, 3181, SW Sam Jackson Park Rd, Portland, OR, United States.
| | - Loise Wairiri
- Department of Radiation Medicine, Oregon Health and Science University, 3181, SW Sam Jackson Park Rd, Portland, OR, United States.
| | | | - Karen J Brasel
- Division of Trauma, Critical Care, Acute Care Surgery, and General Surgery, Department of Surgery, Oregon Health and Science University, 3181, SW Sam Jackson Park Rd, Portland, OR, United States.
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10
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Barnes T, Rennie SC. Leadership and surgical training part 2: training toolkit for leadership development during surgical training. ANZ J Surg 2021; 91:1075-1082. [PMID: 33825292 DOI: 10.1111/ans.16777] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Revised: 02/05/2021] [Accepted: 02/07/2021] [Indexed: 11/29/2022]
Abstract
The Royal Australasian College of Surgeons identifies leadership as an everyday surgical skill and one of the 10 key competences expected of surgeons. However, there is limited opportunity for formal leadership training and development prior to becoming a consultant, with surgical leadership curricula within worldwide training programmes often poorly defined. As a consequence of a focus on general professional skill development, rather than specific training and assessment in leadership, observed trainee leadership skills show scope for improvement. Many studies indicate trainees report leadership skills training as beneficial and are receptive to interventions. However, most surgical leadership development courses prepare pre-identified leaders for formal leadership positions rather than developing all surgical trainees leadership skills. Although the recently established Royal Australasian College of Surgeons 'Surgeons as Leaders in Everyday Practice' course helps to fill this gap, it is aimed at consultant surgeons. Most successful leadership development programmes are also longitudinal throughout surgical training and multi-faceted.
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Affiliation(s)
- Tracey Barnes
- Department of General Surgery, Dunedin Hospital, Dunedin, New Zealand.,Department of Surgical Sciences, Dunedin School of Medicine, The University of Otago, Dunedin, New Zealand
| | - Sarah C Rennie
- Education Unit, The University of Otago, Wellington, New Zealand
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11
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Abstract
PURPOSE OF REVIEW The goal of this paper was to identify areas of importance in modern urology education that are not currently emphasized in current urological curricula. RECENT FINDINGS We identified curricular deficits in robotic surgical simulation, transgender health, leadership, business management, and social media training. Few practicing urologists feel comfortable managing transgender-specific needs, and most training programs do not adequately address transgender health. Urology programs also do not sufficiently emphasize topics in leadership, business management, or appropriate social media usage. With respect to simulation, while it is currently included in the Accreditation Council for Graduate Medical Education (ACGME) program requirements, it is currently under-utilized for training in robotic surgery. It is important for urologists to receive adequate training for the modern practice landscape. Where knowledge gaps among early practicing urologists arise, programs should adapt their curricula to address them.
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12
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Hirpara DH, Taylor B. Leadership proficiency in surgery: lessons from the COVID-19 pandemic. Can J Surg 2020; 63:E229-E230. [PMID: 32386472 DOI: 10.1503/cjs.006020] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Summary The coronavirus disease 2019 (COVID-19) pandemic has accentuated the importance of leadership training for health care professionals, particularly surgeons. Surgeons are expected to lead and thrive in multidisciplinary teams. There is, however, a critical gap in teaching residents about fundamental leadership principles, such as developing productive and vision-driven teams, conflict resolution and emotional intelligence. We discuss the merits of leadership training for surgical residents and future directions for implementing a leadership curriculum for Canadian residency programs in the competency by design era.
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Affiliation(s)
| | - Bryce Taylor
- From the Department of Surgery, University of Toronto, Toronto, Ont
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