scholarly journals 279 Preparing Foundation Trainees for Surgical On-Calls

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M Boyle ◽  
K Thu ◽  
T Mroczek ◽  
M Scicluna ◽  
A Byrne
Keyword(s):  
Technical Skills ◽  
Skills Development ◽  
Surgical Patient ◽  
High Fidelity ◽  
Teaching Program ◽  
Knot Tying ◽  
Surgical Trainees ◽  
Low Levels ◽  
Areas Of Concern ◽  
Suturing Skills

Abstract Aim Foundation trainee feedback has highlighted low levels of confidence with the prospect of surgical on-calls. Key areas of concern are assessing and managing the acute surgical patient, identifying which patients need an operation and having the technical skills to competently assist in theatre. This lack of confidence prevents trainees engaging in an educational and rewarding rotation. We have designed and facilitated a day of robust workshops, addressing these key educational needs. Method Pre and post course questionnaires assessed the efficacy of teaching. Lectures on the assessment and management of acute surgical patients in general surgery, urology and trauma and orthopaedics were delivered by core surgical trainees. A named consultant oversaw quality assurance. Addressing the technical skills development need, an afternoon of surgical skills workshops covered, suturing, knot tying, laparoscopic principles, and theatre etiquette. Small groups of trainees rotated through each workshop, delivered by senior specialty trainee registrars, to ensure high fidelity training Results Trainees rated themselves in key areas pre and post course on a scale from 1-5. Pre course, 66% of trainees scored 3+ in “confidence in managing a surgical patient on-call”. This rose to 100% post course. Similarly; “Confidence in decision making regarding whether a patient should proceed to theatre” increased from 37.5% to 93.7%. “Suturing skills” improved from 37.5% to 100%. Conclusions All trainees that attended the course displayed marked improvement in their confidence and competence. We feel this course or similar should be incorporated into the foundation teaching program locally and has scope to be expanded regionally.

scholarly journals SP10.2.7 Preparing foundation trainees for surgical on-calls

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Mark Boyle ◽  
Khine Thu ◽  
Thomas Mroczek ◽  
Matthew Scicluna ◽  
Aodhan Byrne
Keyword(s):  
Technical Skills ◽  
Skills Development ◽  
Surgical Patient ◽  
High Fidelity ◽  
Teaching Program ◽  
Knot Tying ◽  
Surgical Trainees ◽  
Low Levels ◽  
Areas Of Concern ◽  
Suturing Skills

Abstract Foundation trainee feedback has highlighted low levels of confidence with the prospect of surgical oncalls. Key areas of concern are; assessing the acute surgical patient, identifying which patients need an operation and having the technical skills to competently assist in theatre. This lack of confidence prevents trainees engaging in an educational and rewarding rotation. We have designed and facilitated a day of robust workshops, addressing these key educational needs. Pre and post course questionnaires assessed the efficacy of teaching. Lectures on the assessment and management of acute surgical patients in general surgery, urology and trauma and orthopaedics were delivered by core surgical trainees. A named consultant oversaw these presentations to ensure quality assurance. Addressing the technical skills development need, an afternoon of surgical skills workshops covered; suturing, knot tying, laparoscopic principles and theatre etiquette. Small groups of trainees rotated through each workshop, delivered by senior specialty trainee registrars, to ensure high fidelity training. Trainees rated themselves in key areas pre and post course on a scale from 1-5. Pre course, 66% of trainees scored 3+ in “confidence in managing a surgical patient on-call”. This rose to 100% post course. Similarly; “Confidence in decision making regarding whether a patient should proceed to theatre” increased from 37.5% to 93.7%. “Suturing skills” improved from 37.5% to 100%. All trainees that attended the course displayed marked improvement in their confidence and competence. We feel this course or similar should be incorporated into the foundation teaching program locally and has scope to be expanded regionally.

Debriefing Surgeons on Non-Technical Skills in the Operating Room - Results from a Pilot Study

2007 ◽  
Vol 51 (11) ◽  
pp. 663-667
Author(s):  
S. Yule ◽  
R. Flin ◽  
N. Maran ◽  
D. Rowley ◽  
G. Youngson ◽  
...  
Keyword(s):  
Operating Room ◽  
Cognitive Skills ◽  
Technical Skills ◽  
Assessment Tools ◽  
Valuable Adjunct ◽  
Surgical Trainees ◽  
Operative Surgery ◽  
Enhance Patient Safety ◽  
Behaviour Rating ◽  
Current Assessment

Briefing and debriefing are common practices for safety in high risk industries but are not systematically done in surgery. Regular debriefing of performance after operative surgery can greatly assist surgical trainees' development and help optimize learning from the limited time they spend in the Operating Room (OR). We developed and tested the NOTSS (Non-Technical Skills for Surgeons) behaviour rating system with subject matter experts. It allows surgeons to observe trainees' behaviour in the OR and provide them with structured feedback for improvement. This paper describes process of debriefing and the results of a pilot usability trial. The majority of participants reported that the NOTSS system was useful for debriefing trainees, provided a common language to discuss non-technical skills, and was a valuable adjunct to current assessment tools. Some surgeons found interpersonal skills more difficult to rate than cognitive skills. 73% felt that routine use of the system would enhance patient safety.

scholarly journals Establishing a surgical skills laboratory and dissection curriculum for neurosurgical residency training

2015 ◽  
Vol 123 (5) ◽  
pp. 1331-1338 ◽  
Author(s):  
James K. C. Liu ◽  
Varun R. Kshettry ◽  
Pablo F. Recinos ◽  
Kambiz Kamian ◽  
Richard P. Schlenk ◽  
...  
Keyword(s):  
Surgical Training ◽  
Training Programs ◽  
Core Competencies ◽  
Technical Skills ◽  
Surgical Skills ◽  
Training Experience ◽  
Surgical Trainees ◽  
Modern Health Care ◽  
External Pressures ◽  
Skills Laboratory

Surgical education has been forced to evolve from the principles of its initial inception, in part due to external pressures brought about through changes in modern health care. Despite these pressures that can limit the surgical training experience, training programs are being held to higher standards of education to demonstrate and document trainee competency through core competencies and milestones. One of the methods used to augment the surgical training experience and to demonstrate trainee proficiency in technical skills is through a surgical skills laboratory. The authors have established a surgical skills laboratory by acquiring equipment and funding from nondepartmental resources, through institutional and private educational grants, along with product donations from industry. A separate educational curriculum for junior- and senior-level residents was devised and incorporated into the neurosurgical residency curriculum. The initial dissection curriculum focused on cranial approaches, with spine and peripheral nerve approaches added in subsequent years. The dissections were scheduled to maximize the use of cadaveric specimens, experimenting with techniques to best preserve the tissue for repeated uses. A survey of residents who participated in at least 1 year of the curriculum indicated that participation in the surgical skills laboratory translated into improved understanding of anatomical relationships and the development of technical skills that can be applied in the operating room. In addition to supplementing the technical training of surgical residents, a surgical skills laboratory with a dissection curriculum may be able to help provide uniformity of education across different neurosurgical training programs, as well as provide a tool to assess the progression of skills in surgical trainees.

scholarly journals Views of the theatre team on the assessment of non-technical skills of surgical trainees (NOTSS) in the theatre environment

2014 ◽  
Vol 12 ◽  
pp. S77
Author(s):  
Wissam Al-Jundi ◽  
Jonathan Wild ◽  
Sarah Daniels ◽  
Charlotte Gunner ◽  
Susanna Jolly ◽  
...  
Keyword(s):  
Technical Skills ◽  
Surgical Trainees ◽  
Theatre Team

scholarly journals Anaesthesiology students’ Non-Technical skills: development and evaluation of a behavioural marker system for students (AS-NTS)

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Parisa Moll-Khosrawi ◽  
Anne Kamphausen ◽  
Wolfgang Hampe ◽  
Leonie Schulte-Uentrop ◽  
Stefan Zimmermann ◽  
...  
Keyword(s):  
Technical Skills ◽  
Skills Development ◽  
Marker System

scholarly journals Factors Influencing Career Choice of Female Surgical Trainees

2011 ◽  
Vol 93 (3) ◽  
pp. 1-7 ◽  
Author(s):  
U Walsh ◽  
FJ Meyer
Keyword(s):  
Career Choice ◽  
Medical Graduates ◽  
Factors Influencing ◽  
Surgical Trainees ◽  
Low Levels ◽  
Considerable Body

Increasing numbers of female medical graduates and consistently low levels of female entry into some specialities such as surgery continue to spark debate and have prompted a considerable body of research.

scholarly journals COLLABORATIVE LEARNING OF USABILITY EXPERIENCES: IMPROVING UX TRAINING THROUGH EXPERIENTIAL LEARNING

2019 ◽  
Author(s):  
Audrey Girouard ◽  
Robert Biddle ◽  
Sonia Chiasson ◽  
Stephen Fai ◽  
Lois Frankel ◽  
...  
Keyword(s):  
Information Technology ◽  
Collaborative Learning ◽  
Experiential Learning ◽  
Conceptual Models ◽  
Graduate Programs ◽  
Technical Skills ◽  
Skills Development ◽  
Disciplinary Boundaries ◽  
Design Interfaces ◽  
Design And Testing

The Collaborative Learning of Usability Experiences (CLUE) training program1 is an NSERC CREATE grant that trains Canada's leaders in HCI. We aim to improve our trainees' capabilities across the disciplinary boundaries (Information Technology, Psychology, Computer Science, and Design), through collaborative professional skills development, experiential learning, and technical skills. Within human computer interaction (HCI), usability professionals employ research-based methods and principles to understand users’ conceptual models of tasks and design interfaces and experiences accordingly. There is an increased demand for skills in usability experience (UX) design and testing, yet we identify a lack of training in these skills in current graduate programs across Canada.  Even in the context of multidisciplinary HCI programs, graduates often face a usability knowledge gap, which may be due to a lack of grounding in real-world contexts, without business constraints.  

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