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Related Experiment Video

Updated: May 10, 2025

Learning Modern Laryngeal Surgery in a Dissection Laboratory
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Asynchronous Technical Feedback: A Workshop for Training Surgical Instructors.

Riley Brian1, Camilla Gomes2, Úrsula Figueroa Fernández3

  • 1Fourth-Year Resident, Department of Surgery, University of California, San Francisco.

Mededportal : the Journal of Teaching and Learning Resources
|April 28, 2025
PubMed
Summary
This summary is machine-generated.

This study developed a workshop to train surgical instructors in providing effective asynchronous technical feedback. The workshop successfully equipped participants with skills to identify barriers and improve feedback quality for surgical trainees.

Keywords:
Asynchronous LearningClinical/Procedural Skills TrainingFeedbackSurgery

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Area of Science:

  • Medical Education
  • Surgical Training
  • Digital Learning

Background:

  • Asynchronous learning offers surgical trainees a flexible method to practice technical skills.
  • Effective asynchronous learning necessitates constructive feedback, yet instructors require specific training for this modality.
  • Existing curricula often lack dedicated materials for asynchronous technical feedback.

Purpose of the Study:

  • To develop and evaluate a workshop on best practices for asynchronous technical feedback for surgical instructors.
  • To address the identified gap in training materials for providing feedback on surgical skill acquisition via video.

Main Methods:

  • A 60-minute workshop was designed using Kern's six-step curriculum development model.
  • The workshop underwent iterative refinement based on pilot testing and participant feedback.
  • A post-workshop questionnaire, designed with survey principles, assessed educational objective achievement.

Main Results:

  • Forty-six participants attended the workshop across multiple iterations and locations.
  • Post-workshop, 85% of participants could identify barriers to technical feedback, 91% could cite appropriate usage scenarios, and 82% could suggest quality improvements.

Conclusions:

  • The developed workshop effectively equips surgical educators with tools for providing asynchronous technical feedback.
  • These materials can enhance the quality of feedback, supporting surgical trainees' technical skill development in asynchronous settings.