Implementation of a Brief Evidence-Based Intraoperative Coping Curriculum

Area of Science:

• Surgical Education
• Patient Safety
• Psychological Tools in Medicine

Background:

• Growing need for resident training in managing operating room errors and adverse events.
• Lack of existing evidence-based curricula for this critical skill.
• Importance of addressing psychological impact of surgical errors on trainees.

Purpose of the Study:

• To develop and present an evidence-based framework for surgical residents to manage errors and adverse events.
• To introduce the STOPS (Stop, Talk to your team, Obtain help, Plan, Succeed) framework.
• To evaluate resident reception of this novel training tool.

Main Methods:

• Synthesized findings from three studies on experienced surgeon responses to errors.
• Developed the STOPS framework based on synthesized research.
• Delivered the STOPS framework to residents through two teaching sessions.

Main Results:

• The STOPS framework was successfully presented to surgical residents.
• Residents exhibited a uniformly positive reaction to the STOPS framework.
• The framework serves as an empirically based psychological tool for managing operative errors.

Conclusions:

• The STOPS framework is a well-received, evidence-based tool for surgical resident training.
• This framework addresses a critical gap in current surgical education.
• Positive resident feedback suggests potential for improved coping mechanisms and patient safety.