Goal setting results in improvement in surgical skills: A randomized controlled trial

Kishiki, Tomokazu; Lapin, Brittany; Tanaka, Ryota; Francis, Taylor; Hughes, Kathryn; Carbray, Jo Ann; Ujiki, Michael

doi:10.1016/j.surg.2016.07.022

Cited by 15 publications

(8 citation statements)

References 15 publications

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“…We can also look to the literature in the field of sport psychology for additional techniques and strategies to use (Hammermeister and VonGuenthner, 2005; Ohuruogu et al , 2016). Medical education literature is emerging with strategies to optimize peak performance through self-efficacy, metacognition, goal setting and dedicated reflection for self-improvement (Locke and Latham, 2002; Larsen et al , 2017; Kishiki, 2016; Li et al , 2015). These are important skills that leaders need to develop for themselves to lead others.…”

Section: The Results: Making Leadership Development Letter-perfectmentioning

confidence: 99%

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Sonnenberg

Maniate

et al. 2021

LHS

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Purpose Leadership decisions occur frequently throughout the day, yet as clinicians, who balance multiple roles and responsibilities, the authors seldom label them explicitly. This translates to missed opportunities to foster the requisite skill sets junior trainees to require in their current and future contexts. While there is clear evidence for a purposeful leadership curriculum, developing, implementing and assessing these competencies remains challenging. The purpose of this paper is to provide educators with a curricular approach to incorporate leadership opportunities in their own teaching and supervisory practices. Design/methodology/approach A dyadic “teaching and assessment” strategy may overcome leadership curricular challenges. The authors propose a new framework that breaks down leadership opportunities into their requisite learning settings. Like fine wine and cheese, these learning experiences are paired with assessment strategies to provide further formative and summative feedback, all in the context of educational theories and frameworks. Findings In this paper, the authors recommend six unique learning environments for educators to consider, captured in the abbreviation ABC’S3 for administrative, bedside, classroom, simulation, self-awareness and summarization, all of which lend themselves to leadership development opportunities for resident physicians. The authors provide tested examples and pair these teaching options with a variety of assessment strategies to choose from. Practical implications Three practical implications are put forth in this paper, namely, leadership competencies are needed for everyone, not just for those with leadership titles or positions; multiple learning settings (and all aspects of work) can be harnessed to provide diverse leadership opportunities; and advancement beyond Miller’s knows is needed to create opportunities to hone practical leadership competencies in the shows how and does levels. Originality/value This paper uniquely pairs learning opportunities with assessment strategies across diverse practical settings and environments. These techniques and opportunities will serve to stimulate ideas and kick-start dialogue about incorporating a practical leadership curriculum within clinical training programs.

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Section: The Results: Making Leadership Development Letter-perfectmentioning

confidence: 99%

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Sonnenberg

Maniate

et al. 2021

LHS

View full text Add to dashboard Cite

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“…Although the evaluation method differed among reports (13), we used task-achievement time and circularity for objective evaluation. A previous study suggested that setting attainable goals can improve trainee performance more than setting no goals or unattainable goals (26). In this study, we determined the EPTs using three expert surgeons' mean taskachievement times.…”

Section: Discussionmentioning

confidence: 99%

Effect of Continuous Box-trainer Training on Laparoscopic Skills of Surgical Residents: A Prospective, Observational Study

Imaizumi

Ichikawa

Homma

et al. 2023

In Vivo

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Background/Aim: As opportunities for hands-on surgical training during residency have decreased, off-thejob training before surgery is gaining importance. We developed a training program using a box-trainer for surgical residents. This study aimed to verify the effectiveness of the program. Using task-achievement time, we demonstrated the learning curve through continuous task training and verified the efficiency of our training tasks. In addition, we examined the circularity of the cut circle to evaluate the task accuracy and summarized the questionnaire results. Patients and Methods: A prospective, observational study was conducted at a single center with five trainees from April 2019 to March 2020. The training consisted of four tasks based on the Fundamentals of Laparoscopic Surgery module. The trainees had to achieve expert proficiency time targets. The task-achievement time and circularity of the cut circle were used for objective assessment; subjective evaluation was done using a questionnaire. Results: Although the learning curves of the task-achievement time seemed to reach a plateau between the third and the fifth skills lab, all the trainees achieved expert proficiency times for the three tasks. Circularity of the cut circle tended to be more accurate after training. All trainees perceived an improvement in their skills after the training program. The level of satisfaction of the training program was rated as 'very satisfied' or 'satisfied'. Conclusion: Continuous box-trainer training for 1 year may be effective for improvement in preoperative laparoscopic surgical skills of surgical residents. Opportunities for hands-on surgical training during residency have decreased in recent times (1). However, because minimally invasive surgery has become a mainstream practice within general surgery, off-the-job training before performing surgery on patients is gaining importance (1). The performance of surgeons under the fundamentals of laparoscopic surgery (FLS) program, launched as a preoperative training module by the Society of Gastrointestinal and Endoscopic Surgeons, has been shown to correlate with intraoperative performance during laparoscopic surgery (2-4). This program incorporates training tasks using box-trainers to teach the surgical skills fundamental to laparoscopic surgery (2). The program sets a proficiency time with allowable errors as a task goal and also provides a recommended training schedule (5). Through this program, including goal-oriented training and scheduled practice, trainees can achieve proficiency standards, resulting in skill retention and decreased performance variation (6-9).The FLS program involves five tasks, namely peg transfer (PT), precision cutting (PC), ligation loop, suture with extracorporeal knot, and suture with intracorporeal knot (IK) (2). These tasks were developed to train laparoscopic coordination skills, the use of certain laparoscopic instruments, and particular laparoscopic techniques (10). However, since the equipment and supplies used for the standard FLS t...

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“…Existing research may help to inform the choice of which aspects of learning environments can be incorporated into residencies to help cultivate the requisite knowledge and skills. For example, setting specific learning outcomes has been shown to be beneficial for learning because it provides learners with a clear direction for success, creates a shared mental model of expectations and affects learner motivation, persistence and resilience . Thus, rotations with specific outcomes may be the most valuable for learners.…”

Section: Introductionmentioning

confidence: 99%

“…For example, setting specific learning outcomes has been shown to be beneficial for learning because it provides learners with a clear direction for success, creates a shared mental model of expectations and affects learner motivation, persistence and resilience. [1][2][3][4] Thus, rotations with specific outcomes may be the most valuable for learners. Additionally, rotations with high procedure or case volumes may also be ideal for training.…”

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confidence: 99%

What clinical rotation factors have an impact on trainee success?

Miller

Mullen

Gardner

2018

The Clinical Teacher

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Goal setting results in improvement in surgical skills: A randomized controlled trial

Cited by 15 publications

References 15 publications

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Effect of Continuous Box-trainer Training on Laparoscopic Skills of Surgical Residents: A Prospective, Observational Study

What clinical rotation factors have an impact on trainee success?

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