Training the Anesthesiologist Trainer: Enhancing the Quality of Feedback during Human Patient Simulations

Adame, Elissa A.; Bisel, Ryan S.; Kosik, Edward; Rygaard, Julia A.

doi:10.1080/10410236.2018.1431019

Cited by 5 publications

(3 citation statements)

References 26 publications

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“…Across disciplines, consultants become specialists in a particular field but are not taught how to share their expertise and train others effectively. 11,12,15,24,26,27 Training courses and skills development on delivering effective feedback are at the forefront of producing good trainers. These findings support the importance of reflective practice and continuous professional development to strengthen the efficacy of clinical training.…”

Section: Discussionmentioning

confidence: 99%

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Naicker

Govender

Singaram

2021

Southern African Journal of Anaesthesia and Analgesia

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Background: Feedback is essential for effective postgraduate medical training. There are limited studies that focus on the feedback culture in anaesthesiology training. This study aims to explore the anaesthesiology trainer's challenges and perceptions of knowledge, attitudes and practices (KAP) of feedback to anaesthesiology trainees. The influence of gender and level of experience of the trainer on giving feedback are also explored.Methods: A mixed methods study was conducted. The sample consisted of all anaesthetists involved in training in the Department of Anaesthesiology at the University of KwaZulu-Natal. Data was collected using an electronic survey consisting of both open-ended and closed-ended questions. Quantitative data was statistically analysed using R Statistical Computing software version 3.6.3. Differences between gender groups were assessed using the Wilcoxon rank-sum test. Correlation plots were used to determine a correlation between the level of experience and giving feedback. All statistical tests were conducted at a 5% significance level. Qualitative data was thematically analysed.Results: Of 70 trainers, 56 completed the questionnaire. The majority of trainers rated their KAP perceptions of feedback highly, though half admitted to having difficulty giving negative feedback. Significantly more male trainers were confident about their feedback skills and set time aside for giving feedback as compared to female trainers (p = 0.037). No significant correlation was found between the level of experience and KAP perceptions. Five major themes related to the challenges were: time constraints and lack of frequency, lack of consistency, lack of follow-up, inadequate feedback tools, and a lack of feedback training. Conclusion:Although trainers rated their KAP perceptions of feedback highly, this conflicted with some of the actual current feedback practices and challenges reported. Faculty development, continuous professional development, revised feedback tools and formal feedback policies were suggested to strengthen the feedback culture in anaesthesiology training.

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Section: Discussionmentioning

confidence: 99%

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Naicker

Govender

Singaram

2021

Southern African Journal of Anaesthesia and Analgesia

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“…Different authors have recognized the need to train anesthesiologists as supervisors; however, to our knowledge, no study has evaluated the supervisory competence of anesthesia trainees. Adame et al found that the implementation of 30-minute feedback training was associated with the increased provision of positive feedback [20]. The authors recommend feedback training for attending anesthesiologists.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Anesthesiology Residents’ Supervision Skills: A Tool to Assess Transition Towards Independent Practice

Pérez

Jimenez

Yang

et al. 2019

Cureus

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Problem Anesthesiologists are often expected to supervise residents, nurse anesthetists, and anesthesiologist assistants in their practice. Development of a supervisory skill set is important during anesthesiology training and has a potential impact on the quality of patient care. During anesthesiology residency training, residents develop different competencies through direct supervision by a staff anesthesiologist. However, there is significant variability among anesthesia residency programs in the United States in terms of the opportunity residents have to supervise other anesthesia providers. The supervisory competency is not routinely evaluated during residency training. Intervention This study aimed at evaluating an educational seminar to foster the competency of supervision in anesthesiology. The 90-minute seminar included a live lecture and a series of workshops. The lecture had a duration of 45 minutes followed by three workshops of 15 minutes each. The workshops consisted of different simulated case scenarios with the participation of actors and a manikin as a patient. A debriefing session took place after the scenarios. Every resident included in the study participated in the workshops. The workshops were aligned with the learning objectives of the educational strategy. Context The study included 12 junior anesthesiology residents supervised by 24 senior residents during simulated clinical encounters. Quality of supervision, using the nine-item Quality of Supervision Questionnaire validated by De Oliveira Filho, and self-perception were evaluated before and after the educational intervention consisting of a face-to-face seminar and individual workshops administered during each encounter. Impact There was a significant difference between the overall means among senior residents for the quality of supervision measured by a nine-item quality of supervision questionnaire before and after the educational intervention program (3.11 ± 0.29 vs 3.96 ± 0.17, p < 0.01). There was no significant difference between the overall means for the self-perception of the senior residents before and after the intervention program (3.51 ± 0.54 vs. 3.48 ± 0.20). Lessons learned A bimodal educational intervention combining face-to-face seminars and workshops is effective to improve the quality of supervision in senior residents; however, it does not change the self-perception of the supervisory process. Addition of this type of educational intervention to the anesthesiology residency curriculum would add to the development of the supervisory competency and warrants further research in clinical situations.

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“…Los entrenamientos dirigidos al individuo se caracterizaban especialmente por calificar el desempeño de los participantes en un escenario simulado. Algunos ejemplos de esto fueron desarrollados por Adame, Bisel, Kosik, & Rygaard (2019) donde realizaron un estudio con un grupo de control y otro grupo al cual se le realizaba una retroalimentación de 30 min sobre el desempeño durante la simulación. En este artículo se identificó que a las personas que se les realizaba la retroalimentación mejoraban su rendimiento.…”

Section: Entrenamientos Dirigidos Al Individuounclassified

Entrenamiento en habilidades cognitivas de conciencia situacional para residentes en anestesiología

Paredes¹

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Los anestesiólogos son especialistas médicos responsables de monitorear y controlar las variables fisiológicas de un paciente antes, durante y después de un procedimiento médico o intervención quirúrgica. Dentro del protocolo seguido por este especialista, una de las principales dificultades que pueden afectar la seguridad del paciente es la ocurrencia de eventos adversos en la fase de inducción anestésica. Además, el trabajo de este especialista también puede causar una perdida la conciencia situacional debido a que se encuentra inmerso en entornos dinámicos y críticos que exigen un alto nivel de concentración. Por esta razón, este trabajo de grado propone un entrenamiento de habilidades cognitivas que influyen en la pérdida de conciencia situacional en residentes de anestesiología en la fase de inducción anestésica. La investigación metodológica para el desarrollo de esta formación comprende una revisión de la literatura de los enfoques de formación en conciencia situacional, una caracterización del trabajo y las interacciones de los anestesiólogos, una exploración e identificación de las habilidades cognitivas que mantienen la conciencia situacional y un diseño de la formación propuesta a través de una metodología de mejora incremental. La validación y evaluación de la formación propuesta se verificó mediante una prueba experimental realizada a un grupo de residentes de anestesiología voluntarios del Hospital Universitario San Ignacio de la Pontificia Universidad Javeriana. El resultado del experimento demostró que el entrenamiento propuesta tiene un impacto significativo en los residentes de anestesiología, mejorando la exploración y búsqueda y la habilidad de atención dividida. De esta forma, el entrenamiento propuesto contribuye a minimizar la pérdida de conciencia situacional en la fase de inducción anestésica para estos especialistas.

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Training the Anesthesiologist Trainer: Enhancing the Quality of Feedback during Human Patient Simulations

Cited by 5 publications

References 26 publications

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Evaluation of Anesthesiology Residents’ Supervision Skills: A Tool to Assess Transition Towards Independent Practice

Entrenamiento en habilidades cognitivas de conciencia situacional para residentes en anestesiología

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