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

Feedback is fundamental to surgical training, underpinning skill acquisition, clinical decision-making, and the development of safe, competent surgeons. Despite its recognised importance, the consistent delivery of high-quality, effective feedback remains a significant challenge within busy clinical environments, including those in Australia and New Zealand (ANZ). This paper synthesises current evidence to provide practical guidance for surgical educators and trainees.

A literature review was conducted using major biomedical databases (PubMed/MEDLINE, Embase) focusing on feedback in postgraduate surgical education. Search terms included "feedback," "surgical training," "surgical education," "assessment," "performance," and specific feedback models. The review synthesised evidence on feedback models, effectiveness, implementation challenges, best practices, the role of technology, and factors pertinent to the ANZ context. Results/Key Principles: Effective feedback appears to be timely, specific, based on direct observation, objective, actionable, and delivered respectfully within a supportive relationship. While various models exist (e.g., Pendleton, SET-GO (What I Saw, what Else did I see, what Thinking was involved, what Goals arise, Offers/Opportunities)), their optimal application depends on context and goals. Key challenges include time constraints, inconsistent supervisor skills, inadequate observation, and cultural factors impacting feedback exchange. Best practices involve establishing psychological safety, collaborative goal setting, and focusing on behaviour. Simulation and video review offer valuable adjuncts for feedback delivery outside the operating theatre. Specific considerations for ANZ include the The Royal Australasian College of Surgeons (RACS) training structure and geographical diversity.

Optimising feedback in surgical training requires a multifaceted approach, moving beyond ad-hoc comments towards structured, evidence-based practices. Implementing established principles, training supervisors, leveraging technology, and fostering supportive institutional cultures are crucial steps for enhancing surgical performance and patient safety in the Australasian setting and potentially internationally. This synthesis provides actionable strategies for surgeons, trainees, and educators committed to improving surgical education outcomes.