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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.
The Journal of Surgical Research
|July 3, 2026
Summary
Resident and faculty perceptions of surgical training feedback differ, particularly for non-technical skills. Addressing these gaps can improve feedback quality and surgical education.
Area of Science:
- Medical Education
- Surgical Training
- Healthcare Communication
Background:
- Intraoperative feedback is crucial for surgical training.
- Discrepancies exist between resident and faculty perceptions of feedback, especially for non-technical skills.
Purpose of the Study:
- To compare resident and faculty perceptions of intraoperative feedback.
- To identify differences in feedback on technical and non-technical skills.
- To explore barriers to effective feedback in surgical training.
Main Methods:
- Mixed-methods, cross-sectional survey of general surgery residents and faculty.
- Anonymous online survey assessing frequency, value, and barriers to feedback.
- Quantitative analysis using nonparametric tests and qualitative thematic analysis of comments.
Main Results:
- Residents perceived feedback as more valuable than faculty believed.
- Both groups agreed technical skills receive more feedback than non-technical skills.
- Faculty reported providing more feedback on decision-making and teamwork than residents recalled receiving.
Conclusions:
- Significant differences in feedback perception between residents and faculty, especially for non-technical skills.
- Identified barriers include time constraints, clinical demands, and fear of negative reactions.
- Opportunities exist to enhance surgical training feedback processes and align perceptions.
