Nontechnical Skills (NTS) in the Undergraduate Surgical and Anesthesiology Curricula: Are We Adequately Preparing Medical Students?

Lee, Alex; Finstad, Alexandra; Gawad, Nada; Boet, Sylvain; Raiche, Isabelle; Balaa, Fady

doi:10.1016/j.jsurg.2020.08.001

Cited by 18 publications

(28 citation statements)

References 47 publications

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“…12 Complications might be higher when misdiagnosis or wrong decision-making occurs, insufficient clinical information is available, or poor teamwork or communication exists. 13 In an observational study, communication errors during surgery were as high as 30%, and 36% of these communication failures had a significant impact on patient safety. 14 As a result, it is important to integrate the NTS program for medical students during the surgery clerkship.…”

Section: Discussionmentioning

confidence: 99%

Nontechnical skills for the surgery clerkship in the operating room based on adult learning principles in Taiwan

Chang

Lai

2022

The Kaohsiung J of Med Scie

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Medical education has traditionally been rooted in the teaching of medical knowledge and surgical technique in the operating room, with little attention to the nontechnical skills (NTS) that include situational awareness, decision‐making, teamwork and communication, and leadership. Under the guidance of adult learning principles, the aim of this study is to evaluate the learning outcomes of the NTS program for the surgery clerkship in the operation room in Taiwan. Self‐directed learning principles were practiced during this 2‐week subspecialty rotation. The learners were randomly divided into two groups: the control group (the learners and teachers deciding together what should be learnt) and the intervention group (the same as the control group and the formal NTS program implemented during the second week). A 12‐item quantitative questionnaire including both the 6‐item Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and the 6‐item adult learning characteristics was completed twice: before and after rotation. From Oct 2020 to May 2021, 16 medical students received NTS training and 16 were training‐naïve. For those undergoing NTS training, six core competencies significantly improved on a 6‐point scale. Moreover, total score differences (post‐training – pre‐training) in core competency had significant correlations to the differences in adult learning characteristics (r = 0.648, p = 0.007). The NTS program could be feasibly integrated into core objectives of the basic surgical clerkships, with the improvement in adult learning motivation in the learners helping to facilitate NTS training under the competency‐based surgical training program.

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Section: Discussionmentioning

confidence: 99%

Nontechnical skills for the surgery clerkship in the operating room based on adult learning principles in Taiwan

Chang

Lai

2022

The Kaohsiung J of Med Scie

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“…We believe that the teams who receive non-technical skills debriefing will perform better than those who only receive debriefing on technical skills. Non-technical skills require simulation and debriefing to be efficiently taught, differently from technical skills, which can be learned using other educational tools such as videos and hands-on models [ 10 ]. We, therefore, advocate for better sharing of the debriefing time between technical and non-technical skills in existing trauma simulation courses like the Advanced Trauma Life Support or Trauma Resuscitation in Kids (TRIK).…”

Section: Discussionmentioning

confidence: 99%

A debriefing tool to acquire non-technical skills in trauma courses

Botelho

Yanchar

Abib

et al. 2022

Surgery Open Science

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“…anesthesiologists-for the assessment of ''non-technical skills'' in medical students. 3 This assessment tool showed that medical students would benefit from further training in situational awareness and decision-making, both of which could aid in optimizing patient safety, whilst decreasing perioperative errors and subsequent medicolegal litigation. 3 Expertise in these areas is an example of a perfectly tailored opportunity for anesthesiologists to share insight and address a need in UGME.…”

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confidence: 99%

“…3 This assessment tool showed that medical students would benefit from further training in situational awareness and decision-making, both of which could aid in optimizing patient safety, whilst decreasing perioperative errors and subsequent medicolegal litigation. 3 Expertise in these areas is an example of a perfectly tailored opportunity for anesthesiologists to share insight and address a need in UGME. 4 Failure to involve anesthesiologists more in UGME is a disservice to medical students and the field of anesthesiology.…”

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confidence: 99%

“…As physicians who are highly skilled at communication, management, and professional behaviours, the MCC Blueprint showcases important areas in which anesthesiologists are well equipped to teach. 3 The aforementioned skills can serve students well in complex clinical settings in any field. Furthermore, it is imperative for anesthesiologists to seize the opportunity of educating, influencing, and courting learners to inspire the future generation of innovators, educators, and leaders in anesthesia.…”

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confidence: 99%

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Anesthesiologists’ involvement in undergraduate medical education is beneficial to students and the specialty

Zaman

Patel

Cordovani

2021

Can J Anesth/J Can Anesth

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To the Editor,Anesthesiologists should be more involved in undergraduate medical education (UGME)-they currently contribute a median of 2.2 teaching hours per faculty member in the pre-clerkship curriculum at Canadian medical schools. 1 Though this is a low number considering the broad spectrum of knowledge that anesthesiologists possess, it is nevertheless an 817% increase from 2001 where the median was only 14.4 min. 1 Anesthesiologists' knowledge of physiology and pharmacology, coupled with expertise in airway, fluid, and pain management uniquely position them to teach within the UGME curriculum.Regrettably, anesthesiologists face barriers to involvement in UGME, the most glaring one being their relative inflexible schedule due to operating room commitments. 2 Nevertheless, we hope to plead a convincing case as to why anesthesiologists are fundamental to early training, in hopes to foster conversations among administrators around how to better include anesthesiologists in UGME.One example of the role that anesthesiologist can play in UGME is highlighted by the Anaesthetists' Non-Technical Skills

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Nontechnical Skills (NTS) in the Undergraduate Surgical and Anesthesiology Curricula: Are We Adequately Preparing Medical Students?

Cited by 18 publications

References 47 publications

Nontechnical skills for the surgery clerkship in the operating room based on adult learning principles in Taiwan

Nontechnical skills for the surgery clerkship in the operating room based on adult learning principles in Taiwan

A debriefing tool to acquire non-technical skills in trauma courses

Anesthesiologists’ involvement in undergraduate medical education is beneficial to students and the specialty

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