Perioperative feedback in surgical training: A systematic review

Katherine M. McKendy, Yusuke Watanabe, Lawrence Lee, Elif Bilgic, Ghada Enani, Liane S. Feldman, Gerald M. Fried, Melina C. Vassiliou

Research output: Contribution to journalReview articlepeer-review

37 Citations (Scopus)

Abstract

Background Changes in surgical training have raised concerns about residents' operative exposure and preparedness for independent practice. One way of addressing this concern is by optimizing teaching and feedback in the operating room (OR). The objective of this study was to perform a systematic review on perioperative teaching and feedback. Methods A systematic literature search identified articles from 1994 to 2014 that addressed teaching, feedback, guidance, or debriefing in the perioperative period. Data was extracted according to ENTREQ guidelines, and a qualitative analysis was performed. Results Thematic analysis of the 26 included studies identified four major topics. Observation of teaching behaviors in the OR described current teaching practices. Identification of effective teaching strategies analyzed teaching behaviors, differentiating positive and negative teaching strategies. Perceptions of teaching behaviors described resident and attending satisfaction with teaching in the OR. Finally models for delivering structured feedback cited examples of feedback strategies and measured their effectiveness. Conclusions This study provides an overview of perioperative teaching and feedback for surgical trainees and identifies a need for improved quality and quantity of structured feedback.

Original languageEnglish
Pages (from-to)117-126
Number of pages10
JournalAmerican Journal of Surgery
Volume214
Issue number1
DOIs
Publication statusPublished - 07-2017
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Surgery

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