小児泌尿器科における外科トレーニングに対する教員中心のコーチングモデルの影響評価

While surgical coaching has been proven beneficial, the impact of a faculty focused coaching model on a surgeon's teaching ability and trainee education is unknown. In this study we aim to evaluate whether a surgeon's teaching skills can improve with coaching and understand the impact of a faculty-targeted coaching model on trainee environment and autonomy.

We designed and implemented a coaching model specific to robotic-assisted laparoscopic cases and collected data via REDCap-hosted surveys. The System for Evaluation of Teaching Qualities (SETQ) was completed by trainees to measure faculty teaching skills. The trainees and coachee each completed the Zwisch scale to measure autonomy (scale 1-4, 4 = most autonomy). A de novo 360 Review Form was completed by OR staff to assess trainee environment and engagement. Survey data from July 1, 2023-March 31,2024 were analyzed.

Two robotic surgeons at our institution were recruited as coachees with one surgeon recruited as a coach. Forty cases were included. We observed high SETQ scores without significant change throughout the study. The fellow experienced increased autonomy throughout the academic year. "Meaningful autonomy" (score of 3 or 4/4) was perceived by the trainee in 70.6 % of cases for the fellow, 50 % for senior residents (PGY4/5), and 8.3 % for junior residents (PGY2/3). The 360 Review Form showed a positive trainee environment without significant change throughout the study.

We observed high teaching evaluation scores, a positively perceived environment for trainees, and expected increased autonomy of the fellow trainee throughout the academic year with implementation of a new faculty-focused coaching model. These findings suggest that implementation of a faculty-focused coaching model does not detract from the traditional surgical training paradigm.