1
|
Pakkasjärvi N, Anttila H, Pyhältö K. What are the learning objectives in surgical training - a systematic literature review of the surgical competence framework. BMC MEDICAL EDUCATION 2024; 24:119. [PMID: 38321437 PMCID: PMC10848354 DOI: 10.1186/s12909-024-05068-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 01/17/2024] [Indexed: 02/08/2024]
Abstract
OBJECTIVE To map the landscape of contemporary surgical education through a competence framework by conducting a systematic literature review on learning outcomes of surgical education and the instructional methods applied to attain the outcomes. BACKGROUND Surgical education has seen a paradigm shift towards competence-based training. However, a gap remains in the literature regarding the specific components of competency taught and the instructional methods employed to achieve these outcomes. This paper aims to bridge this gap by conducting a systematic review on the learning outcomes of surgical education within a competence framework and the instructional methods applied. The primary outcome measure was to elucidate the components of competency emphasized by modern surgical curricula. The secondary outcome measure was to discern the instructional methods proven effective in achieving these competencies. METHODS A search was conducted across PubMed, Medline, ProQuest Eric, and Cochrane databases, adhering to PRISMA guidelines, limited to 2017-2021. Keywords included terms related to surgical education and training. Inclusion criteria mandated original empirical studies that described learning outcomes and methods, and targeted both medical students and surgical residents. RESULTS Out of 42 studies involving 2097 participants, most concentrated on technical skills within competency-based training, with a lesser emphasis on non-technical competencies. The effect on clinical outcomes was infrequently explored. CONCLUSION The shift towards competency in surgical training is evident. However, further studies on its ramifications on clinical outcomes are needed. The transition from technical to clinical competence and the creation of validated assessments are crucial for establishing a foundation for lifelong surgical learning.
Collapse
Affiliation(s)
- Niklas Pakkasjärvi
- Department of Pediatric Surgery, New Children's Hospital, Helsinki University Hospital, Helsinki, Finland.
- Department of Pediatric Surgery, Section of Urology, University Children's Hospital, Uppsala, Sweden.
| | - Henrika Anttila
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Kirsi Pyhältö
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
- Centre for Higher and Adult Education, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa
| |
Collapse
|
2
|
D'Angelo ALD, Kapur N, Kelley SR, Rivera M, Busch RA, Tevis SE, Hoedema RE, D'Angelo JD. The good, the bad, and the ugly: Operative staff perspectives of surgeon coping with intraoperative errors. Surgery 2023; 174:222-228. [PMID: 37188581 DOI: 10.1016/j.surg.2023.04.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 03/15/2023] [Accepted: 04/09/2023] [Indexed: 05/17/2023]
Abstract
BACKGROUND Intraoperative errors are inevitable, and how surgeons respond impacts patient outcomes. Although previous research has queried surgeons on their responses to errors, no research to our knowledge has considered how surgeons respond to operative errors from a contemporary first-hand source: the operating room staff. This study evaluated how surgeons react to intraoperative errors and the effectiveness of employed strategies as witnessed by operating room staff. METHODS A survey was distributed to operating room staff at 4 academic hospitals. Items included multiple-choice and open-ended questions assessing surgeon behaviors observed after intraoperative error. Participants reported the perceived effectiveness of the surgeon's actions. RESULTS Of 294 respondents, 234 (79.6%) reported being in the operating room when an error or adverse event occurred. Strategies positively associated with effective surgeon coping included the surgeon telling the team about the event and announcing a plan. Themes emerged regarding the importance of the surgeon remaining calm, communicating, and not blaming others for the error. Evidence of poor coping also emerged: "Yelling, feet stomping and throwing objects onto the field. [The surgeon] cannot articulate needs well because of anger." CONCLUSION These data from operating room staff corroborates previous research presenting a framework for effective coping while shedding light on new, often poor, behaviors that have not emerged in prior research. Surgical trainees will benefit from the now-enhanced empirical foundation on which coping curricula and interventions can be built.
Collapse
Affiliation(s)
| | | | - Scott R Kelley
- Division Colon and Rectal Surgery, Mayo Clinic, Rochester, MN
| | | | - Rebecca A Busch
- Division of Acute Care and Regional General Surgery, University of Wisconsin, Madison, WI
| | - Sarah E Tevis
- Division of Surgical Oncology, University of Colorado, Aurora, CO
| | - Rebecca E Hoedema
- Spectrum Health Medical Group, Colon and Rectal Surgery Center for Digestive Diseases, Grand Rapids, MI
| | | |
Collapse
|
3
|
Kerray FM, Yule SJ, Tambyraja AL. Formalizing the Hidden Curriculum of Performance Enhancing Errors. JOURNAL OF SURGICAL EDUCATION 2023; 80:619-623. [PMID: 36863898 DOI: 10.1016/j.jsurg.2023.01.009] [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: 09/30/2022] [Revised: 12/23/2022] [Accepted: 01/22/2023] [Indexed: 06/19/2023]
Abstract
Despite its inevitability, error remains an uncomfortable topic for discussion amongst surgeons. There are a range of reasons cited for this; significantly, there is an inextricable link between a surgeon's actions and their patient's outcomes. Attempts to reflect on error are often unstructured and without a defined end point, and modern surgical curricula lack content to guide residents' learning on recognizing and reflecting on sentinel events. There is a need to develop a tool to guide a standardized, safe, and constructive response to error. The current educational paradigm revolves around error avoidance. However, there is an evolving evidence base surrounding the inclusion of error management theory (EMT) into surgical training. This method explores and incorporates positive discussions surrounding errors, and has been demonstrated to improve long-term skill acquisition and training outcomes. We must harness the performance enhancing effects of our errors in the same way we do our successes. Implicated in all surgical performance is human factors science/ergonomics (HFE) - the interface between psychology, engineering, and performance. Developing a national HFE curriculum in the context of EMT would provide a common language to facilitate objective reflections regarding surgeons' operative performance and manage the stigma associated with fallibility.
Collapse
Affiliation(s)
- Fiona M Kerray
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, Scotland; Edinburgh Vascular Service, Royal Infirmary of Edinburgh, Edinburgh, Scotland.
| | - Steven J Yule
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, Scotland
| | - Andrew L Tambyraja
- Department of Clinical Surgery, The University of Edinburgh, Edinburgh, Scotland; Edinburgh Vascular Service, Royal Infirmary of Edinburgh, Edinburgh, Scotland
| |
Collapse
|
4
|
Inouye DA, Ma R, Nguyen JH, Laca J, Kocielnik R, Anandkumar A, Hung AJ. Assessing the efficacy of dissection gestures in robotic surgery. J Robot Surg 2022; 17:597-603. [PMID: 36149590 DOI: 10.1007/s11701-022-01458-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Accepted: 09/17/2022] [Indexed: 10/14/2022]
Abstract
Our group previously defined a dissection gesture classification system that deconstructs robotic tissue dissection into its most elemental yet meaningful movements. The purpose of this study was to expand upon this framework by adding an assessment of gesture efficacy (ineffective, effective, or erroneous) and analyze dissection patterns between groups of surgeons of varying experience. We defined three possible gesture efficacies as ineffective (no meaningful effect on the tissue), effective (intended effect on the tissue), and erroneous (unintended disruption of the tissue). Novices (0 prior robotic cases), intermediates (1-99 cases), and experts (≥ 100 cases) completed a robotic dissection task in a dry-lab training environment. Video recordings were reviewed to classify each gesture and determine its efficacy, then dissection patterns between groups were analyzed. 23 participants completed the task, with 9 novices, 8 intermediates with median caseload 60 (IQR 41-80), and 6 experts with median caseload 525 (IQR 413-900). For gesture selection, we found increasing experience associated with increasing proportion of overall dissection gestures (p = 0.009) and decreasing proportion of retraction gestures (p = 0.009). For gesture efficacy, novices performed the greatest proportion of ineffective gestures (9.8%, p < 0.001), intermediates commit the greatest proportion of erroneous gestures (26.8%, p < 0.001), and the three groups performed similar proportions of overall effective gestures, though experts performed the greatest proportion of effective retraction gestures (85.6%, p < 0.001). Between groups of experience, we found significant differences in gesture selection and gesture efficacy. These relationships may provide insight into further improving surgical training.
Collapse
Affiliation(s)
- Daniel A Inouye
- Center for Robotic Simulation & Education, Catherine & Joseph Aresty Department of Urology, University of Southern California Institute of Urology, Los Angeles, CA, USA
| | - Runzhuo Ma
- Center for Robotic Simulation & Education, Catherine & Joseph Aresty Department of Urology, University of Southern California Institute of Urology, Los Angeles, CA, USA
| | - Jessica H Nguyen
- Center for Robotic Simulation & Education, Catherine & Joseph Aresty Department of Urology, University of Southern California Institute of Urology, Los Angeles, CA, USA
| | - Jasper Laca
- Center for Robotic Simulation & Education, Catherine & Joseph Aresty Department of Urology, University of Southern California Institute of Urology, Los Angeles, CA, USA
| | - Rafal Kocielnik
- Department of Computing and Mathematical Sciences, California Institute of Technology, Pasadena, CA, USA
| | - Anima Anandkumar
- Department of Computing and Mathematical Sciences, California Institute of Technology, Pasadena, CA, USA
| | - Andrew J Hung
- Center for Robotic Simulation & Education, Catherine & Joseph Aresty Department of Urology, University of Southern California Institute of Urology, Los Angeles, CA, USA.
| |
Collapse
|
5
|
STOPS: A Coping Framework for Surgeons Who Experience Intraoperative Error. Ann Surg 2022; 276:288-292. [PMID: 35797637 DOI: 10.1097/sla.0000000000005447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE To investigate the steps faculty surgeons take upon experiencing intraoperative error and synthesize these actions to offer a framework for coping with errors. BACKGROUND While intraoperative errors are inevitable, formal training in error recovery is insufficient and there are no established curricula that teach surgeons how to deal with the intraoperative error. This is problematic because insufficient error recovery is detrimental to both patient outcomes and surgeon psychological well-being. METHODS We conducted a thematic analysis. One-hour in-depth semistructured interviews were conducted with faculty surgeons from 3 hospitals. Surgeons described recent experiences with intraoperative error. Interviews were transcribed and coded. Analysis allowed for development of themes regarding responses to errors and coping strategies. RESULTS Twenty-seven surgeons (30% female) participated. Upon completion of the analysis, themes emerged in 3 distinct areas: (1) Exigency, or a need for training surgical learners how to cope with intraoperative errors, (2) Learning, or how faculty surgeons themselves learned to cope with intraoperative errors, and (3) Responses, or how surgeons now handle intraoperative errors. The latter category was organized into the STOPS framework: Intraoperative errors could produce STOPS: Stop, Talk to your Team, Obtain Help, Plan, Succeed. CONCLUSIONS AND RELEVANCE This study provides both novel insight into how surgeons cope with intraoperative errors and a framework that may be of great use to trainees and faculty alike.
Collapse
|
6
|
Gabrysz-Forget F, Zahabi S, Young M, Nepomnayshy D, Nguyen LH. "It's a Big Part of Being Good Surgeons": Surgical Trainees' Perceptions of Error Recovery in the Operating Room. JOURNAL OF SURGICAL EDUCATION 2021; 78:2020-2029. [PMID: 33888440 DOI: 10.1016/j.jsurg.2021.03.015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Revised: 03/13/2021] [Accepted: 03/21/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The burden of surgical error is high - errors threaten patient safety, lead to increased economic costs to society, and contribute to physician and resident burnout. To date, the majority of work has focused on strategies for reducing the incidence of surgical error, however, total error eradication remains unrealistic. Errors are, to some extent, unavoidable. Adequate preparation for practice should include optimal ways to manage and recover from errors; yet, these skills are rarely taught or assessed. OBJECTIVES This study aims to explore residents' perceptions and experiences of surgical error recovery. More specifically, we documented participant definitions of error recovery, and explored factors that were perceived to influence error recovery experiences and training in the operating room. METHOD Guided by a qualitative descriptive approach, we conducted semi-structured interviews with residents and fellows in surgical specialties in Canada and the United States. Purposive and snowball sampling were used to recruit residents and fellows in postgraduate year 1 to 5. Interviews were transcribed, analyzed and inductively coded. RESULTS A total of 15 residents and fellows participated. When exploring the importance of error recovery for the trainees, competency and safety emerged as main themes, with error recovery being considered an indicator of overall surgical competency. Data concerning factors perceived to influence error recovery training were grouped under 4 major themes: (1) supervision (supervisor-related factors such as attending behaviors and reactions to errors), (2) self (factors such as self-assessed competency), (3) surgical context (factors related to the specific surgery or patient), and (4) situation safeness. Situational safeness was identified as a transversal theme describing factors to be considered when balancing between patient safety and the learning benefits of error recovery training. CONCLUSION Error recovery was considered to be an important skill for safe surgical practice and was considered an important educational target for learners during surgical training. Trainees' opportunities to learn to recover from technical errors in the OR are perceived to be influenced by several factors, leading to variable experiences and inconsistent opportunities to practice error recovery skills. Focusing on factors related to "supervision," "self," "surgery," and "situational safeness" may be an initial framework on which to build initial educational interventions to support the development of error recovery skills to better support safe surgical practice.
Collapse
Affiliation(s)
- Fanny Gabrysz-Forget
- Department of Experimental Surgery, McGill University, Montreal, Quebec, Canada; Centre Hospitalier de l'Université de Montréal (CHUM), Department of Medicine, Montreal, Quebec, Canada
| | - Sarah Zahabi
- Department of Otolaryngology-Head and Neck Surgery, Schulich School of Medicine and Dentistry Western University, London Health Sciences Centre, London, Ontario, Canada
| | - Meredith Young
- Institute for Health Sciences Education, McGill University, Montreal, Quebec, Canada
| | - Dmitry Nepomnayshy
- Center for Professional Development and Simulation, Lahey Health, Beth Israel Lahey Health, Burlington, Massachusetts
| | - Lily Hp Nguyen
- Institute for Health Sciences Education, McGill University, Montreal, Quebec, Canada; Department of Otolaryngology - Head and Neck Surgery, McGill University, Montreal, Quebec, Canada.
| |
Collapse
|
7
|
Patel MM, Kapoor MM, Whitman GJ. Transitioning to Practice: Getting up to Speed in Efficiency and Accuracy. JOURNAL OF BREAST IMAGING 2021; 3:607-611. [PMID: 34545352 PMCID: PMC8445236 DOI: 10.1093/jbi/wbaa100] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Indexed: 11/13/2022]
Abstract
The transition from trainee to breast radiologist is challenging. The many new responsibilities that breast radiologists acquire while establishing themselves as clinicians may increase stress and anxiety. Taking inventory of existing knowledge and skills and addressing deficits toward the end of one's training can be beneficial. New breast radiologists should expect to be slower and gain proficiency in the first several years out of training. Having realistic expectations for oneself with respect to screening mammography interpretation and following up on the subsequent diagnostic imaging workup of screening callback examinations can increase competence and confidence. Familiarity with the available literature to guide management in the diagnostic setting can increase efficiency. Planning ahead for localizations and biopsies also allows for efficiency while alleviating anxiety. Ultimately, adapting to a new work environment using a collaborative approach with primary healthcare providers, pathologists, and surgeons while remembering to have mentors within and beyond the field of radiology allows for a more successful transition.
Collapse
Affiliation(s)
- Miral M Patel
- The University of Texas MD Anderson Cancer Center, Department of Breast Imaging, Houston, TX
| | - Megha M Kapoor
- The University of Texas MD Anderson Cancer Center, Department of Breast Imaging, Houston, TX
| | - Gary J Whitman
- The University of Texas MD Anderson Cancer Center, Department of Breast Imaging, Houston, TX
| |
Collapse
|