Optimizing Surgical Performance: Evidence-Based Feedback Strategies for Trainees and Junior Staff

Area of Science:

• Medical Education
• Surgical Training
• Healthcare Professional Development

Background:

• Feedback is essential for surgical training, impacting skill acquisition and surgeon competence.
• Delivering high-quality feedback consistently is challenging in busy clinical settings, particularly in Australia and New Zealand (ANZ).

Purpose of the Study:

• To synthesize current evidence on feedback in postgraduate surgical education.
• To provide practical guidance for surgical educators and trainees in the ANZ context.

Main Methods:

• Conducted a literature review of major biomedical databases (PubMed/MEDLINE, Embase).
• Included search terms related to feedback, surgical training, education, assessment, and performance.
• Synthesized evidence on feedback models, effectiveness, challenges, best practices, technology, and ANZ-specific factors.

Main Results:

• Effective feedback is timely, specific, observable, objective, actionable, and respectful.
• Various feedback models exist, but optimal use depends on context and goals.
• Key challenges include time constraints, inconsistent supervisor skills, and cultural factors; simulation and video review are valuable adjuncts.

Conclusions:

• Optimizing surgical training feedback requires a structured, evidence-based approach.
• Training supervisors, leveraging technology, and fostering supportive cultures are vital for improving surgical performance and patient safety.
• Actionable strategies are provided for improving surgical education outcomes in Australasia and internationally.