Preceptoring,  proctoring, mentoring, and  coaching in surgery

Abstract

Contemporary models of surgical education that are founded on sound educational theories and constructs need to be used across the continuum of professional development of surgeons starting with the first day of medical school, through surgery residency and fellowship training, to the last day of surgical practice. The highly learner‐centered and individually‐focused special interventions of preceptoring, proctoring, mentoring, and coaching should be linked to innovative competency‐based education models to address the educational needs of learners at all levels, and especially of surgeons in practice to continually improve their knowledge, skills, and performance, with the aspirational goal of achieving expertise and mastery. Each of these interventions is distinct with its own unique characteristics, applications, and anticipated impact, which must be clearly recognized for the interventions to be used most effectively. Broad acceptance and adoption of the aforementioned special interventions require recognition of the value each brings to the learner and the educational program. Professional organizations should play a key role in designing innovative educational programs that include these interventions, supporting their integration into surgical education and surgical practice, and influencing changes in the cultures in surgery to facilitate broad adoption of these interventions.

Training curriculum in minimally invasive emergency digestive surgery: 2022 WSES position paper

“…This is not surprising considering the impossibility, by definition, of scheduling an emergency procedure. However, adopting new procedures or technologies should always be accompanied by proctoring to assist surgeons at the beginning of their new activity and support them in difficult situations even when the learning curve is completed [ 48 – 52 ]. In the emergency setting, telesurgery and telementoring including telestration, may have a valuable role that should be further evaluated and applied while using MIS techniques [ 10 , 53 – 56 ].…”

Procedure‐specific simulation for vaginal surgery training: A randomized controlled trial

“…23 While junior learners may benefit from surgical preceptorship and proctorship, senior learners may better advance their skills through a coaching model, in which guided discovery serves to achieve progressive improvement of a highly specific skill, according to individual needs. 24 Refining existing skills and taking them to the next level also requires adaptive learner practices on the part of surgical trainees. 25 Cultivating surgical autonomy is a prerequisite for independent surgical practice.…”

“… 23 While junior learners may benefit from surgical preceptorship and proctorship, senior learners may better advance their skills through a coaching model, in which guided discovery serves to achieve progressive improvement of a highly specific skill, according to individual needs. 24 Refining existing skills and taking them to the next level also requires adaptive learner practices on the part of surgical trainees. 25 …”

A formula for survival in surgery

“…However, surgeons report high perceived impact of peer coaching on both patient care and surgeons’ well-being. Novel concepts of teaching and learning through preceptoring, proctoring, mentoring, and coaching have emerged as models to address the educational needs of learners at all levels [ 29 ]. In brief, the non-technical skills needed to achieve optimal outcomes in surgical care are being embraced as essential, although much needs to be done to give this form and function from early training and into life-long practice.…”