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Complementing Operating Room Teaching With Video-Based Coaching.

Yue-Yung Hu1, Laura M Mazer2, Steven J Yule3

  • 1Center for Surgery and Public Health, Brigham and Women's Hospital, Boston, Massachusetts2Department of Surgery, Beth Israel Deaconess Medical Center, Boston, Massachusetts3currently with the Department of Surgery, Connecticut Children's Medical Center, Hartford.

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Summary
This summary is machine-generated.

Video-based coaching enhances surgical resident education by increasing teaching points and resident-led learning. This method effectively addresses complex topics and personalizes feedback for improved surgical skill development.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Video Analysis

Background:

  • Surgical expertise requires technical and nontechnical skills, traditionally learned in the operating room.
  • Decreased operative time for residents due to duty hour restrictions necessitates innovative learning methods.
  • Video analysis offers a potential solution to maximize surgical trainee learning experiences.

Purpose of the Study:

  • To develop and evaluate a postoperative video-based coaching intervention for surgical residents.
  • To compare teaching points during traditional intraoperative teaching versus video-based coaching sessions.

Main Methods:

  • A mixed-methods analysis involving 10 senior surgical residents (postgraduate year 4 and 5).
  • Residents were videorecorded during surgery with an attending surgeon.
  • One-hour one-on-one coaching sessions were conducted using the videos, with collaborative content determination.
  • Teaching points were identified and analyzed thematically, comparing operating room versus video coaching sessions.

Main Results:

  • Video-based coaching sessions resulted in more teaching points per unit time (102.7 vs 63.0 per hour).
  • Coaching was more resident-centered, with increased resident initiative (27% vs 17%) and attending inquisitiveness (3.30 vs 0.28).
  • Complex topics like intraoperative decision-making and failure to progress were addressed more thoroughly in coaching sessions.

Conclusions:

  • Video-based coaching is a feasible and novel method to supplement intraoperative surgical learning.
  • This approach is particularly effective for teaching higher-level concepts and individualizing instruction.
  • Objective evaluation supports the utility of video-based coaching for enhancing resident feedback and skill development.