Surgical Boot Camps Increases Confidence for Residents Transitioning to Senior Responsibilities

Lee‐Riddle, Grace S.; Sigmon, David F.; Newton, Andrew D.; Kelz, Rachel R.; Dumon, Kristoffel R.; Morris, Jon B.

doi:10.1016/j.jsurg.2020.08.039

Cited by 5 publications

(6 citation statements)

References 9 publications

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“… Technical skills, knowledge, attitude Learning by doing, learning by reflection No Fletcher et al (2020) [ 59 ] Residents, N = 17 Vascular surgery Simulation (bench model), knowledge tests, survey n/a Performance assessment, self-report pre- and post-test, quantitative analysis The use of a low-cost simulator increased procedure-specific knowledge, comfort, and confidence. Knowledge, attitudes Learning by doing, No Lee-Riddle et al (2020) [ 60 ] Residents, N = 31 General Simulation (bench model) Survey n/a Self-report Quantitative analysis Boot camp increased confidence, follow-up demonstrated no difference in confidence compared to post boot camp results. Attitudes Learning by doing No Amer et al (2017) [ 61 ] Student, N = 100 General Knowledge test, Simulation (VR), survey RCT Performance assessment, self-report standardized test, Qualitative analysis Students utilizing the app outperformed the control group on a standardized test.…”

Section: Resultsmentioning

confidence: 99%

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Pakkasjärvi,

Anttila,

Pyhältö

2024

BMC Med Educ

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Objective To map the landscape of contemporary surgical education through a competence framework by conducting a systematic literature review on learning outcomes of surgical education and the instructional methods applied to attain the outcomes. Background Surgical education has seen a paradigm shift towards competence-based training. However, a gap remains in the literature regarding the specific components of competency taught and the instructional methods employed to achieve these outcomes. This paper aims to bridge this gap by conducting a systematic review on the learning outcomes of surgical education within a competence framework and the instructional methods applied. The primary outcome measure was to elucidate the components of competency emphasized by modern surgical curricula. The secondary outcome measure was to discern the instructional methods proven effective in achieving these competencies. Methods A search was conducted across PubMed, Medline, ProQuest Eric, and Cochrane databases, adhering to PRISMA guidelines, limited to 2017–2021. Keywords included terms related to surgical education and training. Inclusion criteria mandated original empirical studies that described learning outcomes and methods, and targeted both medical students and surgical residents. Results Out of 42 studies involving 2097 participants, most concentrated on technical skills within competency-based training, with a lesser emphasis on non-technical competencies. The effect on clinical outcomes was infrequently explored. Conclusion The shift towards competency in surgical training is evident. However, further studies on its ramifications on clinical outcomes are needed. The transition from technical to clinical competence and the creation of validated assessments are crucial for establishing a foundation for lifelong surgical learning.

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Section: Resultsmentioning

confidence: 99%

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Pakkasjärvi,

Anttila,

Pyhältö

2024

BMC Med Educ

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“…28 The varying confidence levels in MIS skills by surgical trainees should be concerning due to the fact that many programs have MIS skill development curriculums entrenched in their surgical training programs. [29][30][31] Our effort suggests that these current MIS skill training curriculums may be suboptimal. Therefore, educators should continue to evaluate and enhance the current MIS skill training methods.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Competition-Based Learning After a Brief Experience at a National Surgical Meeting

Ruggiero,

L’Huillier,

Marine

et al. 2023

Surg Innov

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Background Competition-based learning (CBL) facilitates learning through competitions. At the 2022 & 2023 Annual SAGES meetings, we evaluated a CBL experience (TOP GUN Shootout) developed from a modified version of the previously validated TOP GUN Laparoscopic Skills and Suturing Program. The project sought to evaluate the TOP GUN Shootout’s (TGS) ability to enhance participant engagement in pursuit of laparoscopic surgical skills. Methods Participants competed in the TGS. Their scores (time and errors) were recorded for: Fundamentals of Laparoscopic Surgery Peg Pass, Cup Drop Task, and Intracorporeal Suturing. All participants completed a 10-question satisfaction survey on a 7-point Likert scale, with questions assessing 3 domains: (1) capability/confidence in MIS skill performance prior to the competition; (2) applicability and satisfaction with TGS’s capacity to develop MIS skills; and (3) interest in seeking additional MIS training and appropriateness of CBL in MIS training. Descriptive statistics were used to evaluate these areas. Results Overall, 121 participants completed the TGS, of whom 84 (69%) completed the satisfaction survey. The average age was 32.9 years, 67% were males. On average (+/− SD), participant satisfaction was 5.04 (+/− 2.08) for Domain 1, 6.20 (+/− 1.28) for Domain 2, and 6.58 (+/− .95) for Domain 3. Conclusion Participants described an overall lack of confidence in their MIS skills prior to the 2022-2023 Annual SAGES conference. Participants felt that this brief CBL experience, aided in the development of their MIS skills. Furthermore, this brief CBL experience may inspire learners to seek out further training of their MIS skills.

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“…Importantly, several program directors remain unconvinced of the merits of the PS-BC. Evidence in favor of the positive effects of short, intense educational boot camps exist across several specialties [1,13,14], although sceptics will reasonably point out that the durability, and practical applicability of educational content is largely unproven [15]. A small sampling of boot camp participants who completed the post-test showed that learners retained educational content and even enhanced their fund of knowledge.…”

Section: Discussionmentioning

confidence: 99%

Virtual curriculum delivery in the COVID-19 era: the pediatric surgery boot camp v2.0

et al. 2022

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Purpose: We evaluated the impact of a virtual Pediatric Surgery Bootcamp curriculum on resource utilization, learner engagement, knowledge retention, and stakeholder satisfaction.Methods: A virtual curriculum was developed around Pediatric Surgery Milestones. GlobalCastMD delivered pre-recorded and live content over a single 10-hour day with a concluding social hour. Metrics of learner engagement, faculty interaction, knowledge retention, and satisfaction were collected and analyzed during and after the course.Results: Of 56 PS residencies, 31 registered (55.4%; 8/8 Canadian and 23/48 US; p=0.006), including 42 learners overall. The virtual BC budget was $15,500 (USD), 54% of the anticipated in-person course.. Preand post-tests were administered, revealing signi cant knowledge improvement (48.6% [286/589] vs 66.9% [89/133] p<0.0002). Learner surveys (n=14) suggested the virtual BC facilitated fellowship transition (85%) and strengthened peer-group camaraderie (69%), but in-person events were still favored (77%). Program Directors (PD) were surveyed, and respondents (n=22) also favored in-person events (61%). PDs not registering their learners (n=7) perceived insu cient value-added and concern for excessive participants.Conclusions: The virtual bootcamp format reduced overall expenses, interfered less with schedules, achieved more inclusive reach, and facilitated content archiving. Despite these advantages, learners and program directors still favored in-person education.

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Surgical Boot Camps Increases Confidence for Residents Transitioning to Senior Responsibilities

Cited by 5 publications

References 9 publications

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Perceptions of Competition-Based Learning After a Brief Experience at a National Surgical Meeting

Virtual curriculum delivery in the COVID-19 era: the pediatric surgery boot camp v2.0

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