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Perceptions and Barriers to Intraoperative Non-technical Skills Feedback in General Surgery: A Mixed-Methods Study
Madeline R Cloonan1, Elizabeth R Maginot1, Nancy M Schindler2
1Department of Surgery, University of Nebraska Medical Center, Omaha, Nebraska.
Introduction:
Intraoperative feedback is central to surgical training, yet prior work shows gaps between resident and faculty perceptions, especially for non-technical skills.
Materials:
An anonymous online survey using REDCap was sent to participants' email. There were two copies of the survey, one for residents and one for attending surgeons.
Methods:
We conducted a mixed-methods, cross-sectional survey of general surgery residents and faculty at a single academic center. Respondents rated the frequency, value, and barriers to feedback on technical and non-technical skills and provided free-text comments. Quantitative data were analyzed with nonparametric tests; qualitative comments were evaluated using thematic analysis.
Results:
Seventy-nine individuals participated (50 faculty, 29 residents). Residents rated the value and impact of feedback higher than the faculty believed. Both groups reported that technical skills receive more feedback than non-technical skills. Faculty noted giving more feedback on decision-making, teamwork, and situational awareness than residents recalled receiving. Common barriers included limited time, clinical demands, concern about negative reactions, and lack of structure.
Conclusions:
Residents and faculty differ in how they perceive feedback practices, particularly for non-technical skills, highlighting opportunities to strengthen feedback processes.
