Feedback activities of instructors during a trauma surgery course

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

doi:10.1016/j.amjsurg.2013.03.011

Cited by 13 publications

(9 citation statements)

References 27 publications

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“…In agreement, studies conducted elsewhere indicate that providing feedback timely, during a procedure and early in a learning situation or promptly after assessing a task facilitates learning because it provides students with opportunity to use the feedback to improve their subsequent performance [31] . Furthermore, providing feedback concurrently as the preceptee performs the assigned task or shortly thereafter, enables preceptors to provide instant corrections and encouragement during the clinical training over procedures [3,32,33] . Indeed, providing timely feedback has the advantage of inculcating in the student the correct skills and professional behaviour immediately after an observation.…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, providing timely feedback has the advantage of inculcating in the student the correct skills and professional behaviour immediately after an observation. This spotting of mistakes and areas for improvement prevents preceptees from automating incorrect skills, attitudes and behaviour [32,34] . In fact, appropriate feedback allows preceptees to gauge their progress towards achieving their learning outcomes, including acquisition of professional skills [5,31] .…”

Section: Discussionmentioning

confidence: 99%

“…The emphasis on specific feedback means that preceptors should include information on how the preceptees are performing their expected tasks. In regard to procedures, specific feedback entails the preceptor explaining what the student did well and what areas need improvement [4,32,36] , how the student can improve, as well as other approaches to performing the procedure [32,36] . In essence, effective feedback informs preceptees on whether a particular task was performed using a right or wrong approach, enriched with explanations of the preceptors' views.…”

Section: Discussionmentioning

confidence: 99%

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Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital

Matua

Seshan

Akintola

et al. 2014

JNEP

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Introduction: Providing effective feedback during preceptorship is essential to advance learning in the clinical area. However in Oman, at present, there is no published data on strategies for giving effective feedback despite the high number of non-Omanis involved in clinical teaching. This study explored the different strategies preceptors at Sultan Qaboos University Hospital use to provide effective feedback. Methods: A qualitative research design was employed using focus groups, with data collection occurring in November 2012. The focus group discussions were recorded, transcribed and analysed thematically.Results: Six strategies emerged, among them providing feedback that is regular and timely; clear and focused; emphasising preceptees' performance and progress, as well as respecting preceptee feelings, views and privacy. Other strategies include listening to preceptees and starting with positive remarks during feedback sessions. Conclusion:Feedback during preceptorship provides preceptors with an excellent opportunity to explain to preceptees where and how they are moving along the continuum of meeting expected goals in relation to attainment of professional knowledge, skills and behaviour, and includes specific suggestions for further improvement. The contextual realities in the clinical environment require preceptors to provide timely, regular, clear and focused feedback that emphasises preceptees' performance, respect their feelings, privacy and opinions. Such feedback techniques when appropriately implemented enable preceptees to improve their performance, by making use of preceptors' constructive criticism, which in turn enables them to rate their clinical practice in a more realistic way, leading them to seek opportunities for further self-improvement.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital

Matua

Seshan

Akintola

et al. 2014

JNEP

View full text Add to dashboard Cite

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“…This reality is considered to contribute to the transfer of the acquired nontechnical skills to the real-life operating room [2]. However, our research showed that integrating technical and nontechnical skills during a training using live animal models remained difficult and resulted in a main focus on the teaching of technical skills and hardly on nontechnical skills [22,23]. It was assumed that the use of a live animal made training activities too unstable to properly teach nontechnical skills next to technical skills.…”

Section: Animal Model Simulationmentioning

confidence: 91%

Integrating Technical and Nontechnical Skills in Hands-On Surgical Training

Alken¹,

Fluit²,

Luursema³

et al. 2018

Medical and Surgical Education - Past, Present and Future

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Safe and effective surgery requires high-quality technical and nontechnical skills. Although the importance of nontechnical skills has become increasingly clear, today's surgical curricula still lack formal training in nontechnical skills. In this chapter, we discuss how to integrate technical and nontechnical skills training into surgical curricula and provide strategies on how to teach both skill sets concurrently in a hands-on setting.

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“…The literature on teaching in the OR is extensive. Behaviors like providing feedback, instructions, explanations, demonstrations, asking questions, and using humor have been identified (Alken, Tan, Luursema, Fluit, & van Goor, 2013Blom et al, 2007;Chen, Williams, Sanfey, & Smink, 2015;Hauge, Wanzek, & Godellas, 2001;Roberts, Brenner, Williams, Kim, & Dunnington, 2012;Sutkin, Littleton, & Kanter, 2015) and evaluated (Claridge et al, 2003;Jensen, Wright, Kim, Horvath, & Calhoun, 2012;Levinson, Barlin, Altman, & Satin, 2010;Rose, Waibel, & Schenarts, 2011). Novice trainees need these behaviors to be applied intensively, but as trainees progress, the intensity should be reduced and increasingly substituted by reflective feedback (White, Rodger, & Tang, 2016).…”

Section: Introductionmentioning

confidence: 99%

Evidence-Based Effective Teaching Behaviors for Complex Psychomotor Skills Training

Alken¹,

Luursema²,

Thornblade³

et al. 2019

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Introduction: Although the research to operating room teaching is extensive, evidence relating surgical teachers' behaviors to trainees' objective complex psychomotor skills acquisition is limited. We aimed to identify objectively evidence-based teaching behaviors in hands-on training associated with increased complex psychomotor skills in surgical and non-surgical trainees. Methods: The MEDLINE, PsycINFO and ERIC databases were searched for relevant papers. Due to comparable training characteristics to complex surgical skill acquisition, papers on sports and music training were also included. Paper screening took place after training sessions with the inclusion and exclusion criteria. Inter-rater reliability was determined. Data were extracted and the quality of studies was assessed with the Medical Education Research Study Quality Instrument (MERSQI) and the Newcastle-Ottawa Scale-Education (NOS-E). Results: 18,337 references were identified. Seven studies were included. Teaching behaviors shown to improve trainees' objective skills acquisition included feedback, instruction, active trainee involvement and demonstrations. Feedback and instruction with an external focus on the task and effect were supported by the strongest evidence. There was significant evidence regarding negative effects of harshly criticizing and belittling teaching behaviors. The data quality and evidence for most teaching behaviors were weak with low impact levels. Discussion: Feedback, instruction, active trainee involvement and demonstrations are important for the hands-on teaching of complex psychomotor skills. However, strong evidence supporting their effectiveness is lacking. Future research should be directed on investigating the relationship between clearly defined teaching behaviors and the objective acquisition of complex skills in surgical trainees.

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Feedback activities of instructors during a trauma surgery course

Cited by 13 publications

References 27 publications

Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital

Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital

Integrating Technical and Nontechnical Skills in Hands-On Surgical Training

Evidence-Based Effective Teaching Behaviors for Complex Psychomotor Skills Training

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