TY - JOUR
T1 - Perioperative feedback in surgical training
T2 - A systematic review
AU - McKendy, Katherine M.
AU - Watanabe, Yusuke
AU - Lee, Lawrence
AU - Bilgic, Elif
AU - Enani, Ghada
AU - Feldman, Liane S.
AU - Fried, Gerald M.
AU - Vassiliou, Melina C.
N1 - Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2017/7
Y1 - 2017/7
N2 - 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.
AB - 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.
UR - https://www.scopus.com/pages/publications/85027983279
UR - https://www.scopus.com/pages/publications/85027983279#tab=citedBy
U2 - 10.1016/j.amjsurg.2016.12.014
DO - 10.1016/j.amjsurg.2016.12.014
M3 - Review article
C2 - 28082010
AN - SCOPUS:85027983279
SN - 0002-9610
VL - 214
SP - 117
EP - 126
JO - American Journal of Surgery
JF - American Journal of Surgery
IS - 1
ER -