Coaching during a trauma surgery team training: perceptions versus structured observations

Alken, Alexander; Tan, Edward; Luursema, Jan-Maarten; Fluit, Cornelia; Goor, Harry van

doi:10.1016/j.amjsurg.2014.02.009

Cited by 11 publications

(6 citation statements)

References 18 publications

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“…Coaching moves a step beyond providing feedback and focuses upon identifying performance goals in response to feedback and developing plans to address them. To date, coaching has been particularly effective in improving technical skills . There is also evidence that coaching supports non‐technical skills and improves physician well‐being .…”

Section: Introductionmentioning

confidence: 99%

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Identifying coaching skills to improve feedback use in postgraduate medical education

et al. 2019

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Objectives Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self‐assessment skills. This study examined process‐oriented and content‐oriented coaching skills used in coaching sessions, with particular attention to how supervisors use them to enhance resident acceptance of feedback to enhance learning. Methods This qualitative study analysed secondary audiotaped data from 15 supervisors: resident dyads during two feedback sessions, 4 months apart. The R2C2 model was used to engage the resident, build a relationship, explore reactions to feedback, explore resident perceptions of content, and coach for change. Framework analysis was used, including familiarisation with the data, identifying the thematic framework, indexing and charting the data and mapping and interpretation. Results Process skills included preparation, relationship development, using micro communication skills and techniques to promote reflection and self‐assessment by the resident and supervisor flexibility. Content skills related to the specific feedback content included engaging the resident in discussion, ensuring the discussion was collaborative and focused on goal setting, co‐developing a Learning Change Plan, ensuring resident commitment and following up on the plan. Together, these skills foster agency in the resident learner. Three overarching themes emerged from the analysis: the interconnectedness of process and content; tensions between encouraging self‐direction and ensuring progress and competence; and balancing a coaching dialogue and a teaching monologue. Conclusions Effective coaching by supervisors requires a combination of specific process and content skills that are chosen depending on the needs of the individual resident. Mastering these skills helps residents engage and develop agency in their own professional development. These outcomes depend on faculty maintaining a balance between coaching and teaching, encouraging resident self‐direction and ensuring progression to competence.

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Section: Introductionmentioning

confidence: 99%

“…To date, coaching has been particularly effective in improving technical skills. 5,6 There is also evidence that coaching supports non-technical skills and improves physician well-being. 4,7,8 This study focuses on the skills supervisors need to effectively coach residents in medical education settings.…”

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confidence: 99%

Identifying coaching skills to improve feedback use in postgraduate medical education

et al. 2019

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“…Forty 7% of studies focused on performance improvement in study participants who already had an established skill set in the domain as is consistent with coaching 13,15,16,24–34 . In 53% of studies, the focus was more consistent with teaching, as subjects were acquiring and developing skills 6,7,11,12,17,30,35–44 …”

Section: Resultsmentioning

confidence: 99%

“…13,15,16,[24][25][26][27][28][29][30][31][32][33][34] In 53% of studies, the focus was more consistent with teaching, as subjects were acquiring and developing skills. 6,7,11,12,17,30,[35][36][37][38][39][40][41][42][43][44] The Coach-coachee Rapport Three criteria were identified as important to the coachcoachee rapport: b. establish a trusting partnership, c. avoid focusing on assessment, d. 2-way communication.…”

Section: Overarching Goalmentioning

confidence: 99%

Coaching in Surgical Education

Louridas¹,

Sachdeva

Yuen³

et al. 2021

Annals of Surgery

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Objective: The objectives of this study were to review the coaching literature to (1) characterize the criteria integral to the coaching process, specifically in surgery, and (2) describe how these criteria have been variably implemented in published studies. Background: Coaching is a distinct educational intervention, but within surgery the term is frequently used interchangeably with other more established terms such as teaching and mentoring. Methods: A systematic search was performed of the MEDLINE and Cochrane databases to identify studies that used coach/coaching as an intervention for surgeons for either technical or nontechnical skills. Study quality was evaluated using the Medical Education Research Study Quality Instrument (MERSQI). Results: A total of 2280 articles were identified and after screening by title, abstract and full text, 35 remained. Thirteen coaching criteria (a-m) were identified in 4 general categories: 1. overarching goal (a. refine performance of an existing skill set), 2. the coach (b. trusting partnership, c. avoids assessment, d. 2-way communication), the coachee (e. voluntary participation, f. self-reflection, g. goal setting, h. action plan, i. outcome evaluation), and the coach-coachee rapport (j. coaching training, k. structured coaching model, l. non-directive, m. open ended questions). Adherence to these criteria ranged from as high of 73% of studies (voluntary participation of coach and coachee) to as low as 7% (use of open-ended questions). Conclusions: Coaching is being used inconsistently within the surgical education literature. Our hope is that with establishing criteria for coaching, future studies will implement this intervention more consistently and allow for better comparison and generalization of results.

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“…Introduction of the NOTSS system into the Intercollegiate Surgical Curriculum Programme (ISCP) portfolio for all surgical trainees in the UK was planned for August 2019 (2018 email from M Bussey; unreferenced) but this has now been abandoned in favour of other changes which will introduce NTS to the curriculum from 2020 13 . Alken 14 examined NTS coaching during trauma surgery and reported a lack of insight into NTS, overestimation of personal NTS capabilities and a perceived pressure to perform well in NTS coaching. Trainees also appeared to subjectively rate the presence of NTS coaching highly, despite the quality of feedback being objectively poor.…”

Section: Introductionmentioning

confidence: 99%

A Lack of Communication and Awareness in Nontechnical Skills Training? A Qualitative Analysis of the Perceptions of Trainers and Trainees in Surgical Training

Whittaker

Davison

2020

Journal of Surgical Education

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show abstract

Coaching during a trauma surgery team training: perceptions versus structured observations

Cited by 11 publications

References 18 publications

Identifying coaching skills to improve feedback use in postgraduate medical education

Identifying coaching skills to improve feedback use in postgraduate medical education

Coaching in Surgical Education

A Lack of Communication and Awareness in Nontechnical Skills Training? A Qualitative Analysis of the Perceptions of Trainers and Trainees in Surgical Training

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