OBJECTIVE: Previous studies have found that both resident and staff surgeons highly value postoperative feedback; and that such feedback has high educational value. However, little is known about how to consistently deliver this feedback. Our aim was to understand how often surgical residents should receive feedback and what barriers are preventing this from occurring.DESIGN: Surveys were distributed to resident and attending surgeons. Questions focused on the current frequency of postoperative feedback, desired frequency and methods of feedback, and perceived barriers. Quantitative data were analyzed with descriptive statistics, and text responses were examined using coding.SETTING: University-based general surgery department at a Midwestern institution.PARTICIPANTS: General surgery residents (n = 23) and attending surgeons (n = 22) participated in this study.RESULTS: Residents reported receiving and staff reported giving feedback for procedure-specific performance after 25% versus 34% of cases, general technical feedback after 36% versus 32%, and nontechnical performance after 17% versus 18%. Both perceived procedure-specific and general technical feedback should be given more than 80% of the time, and nontechnical feedback should happen for nearly 60% of cases. Verbal feedback immediately after the operation was rated as best practice. Both parties identified time, conflicting responsibilities, lack of privacy, and discomfort with giving and receiving meaningful feedback as barriers.CONCLUSIONS: Both resident and staff surgeons agree that postoperative feedback is given far less often than it should. Future work should study intraoperative and postoperative feedback to validate resident and attending surgeons' perceptions such that interventions to improve and facilitate this process can be developed. (C) 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Background: The study aim was to explore the nature of intraoperative education and its interaction with the environment where surgical education occurs.Methods: Video and audio recording captured teaching interactions between colorectal surgeons and general surgery residents during laparoscopic segmental colectomies. Cases and collected data were analyzed for teaching behaviors and workflow disruptions. Flow disruptions (FDs) are considered deviations from natural case progression.Results: Across 10 cases (20.4 operative hours), attendings spent 11.2 hours (54.7%) teaching, using directing (M = 250.1), and confirming (M = 236.1) most. FDs occurred 410 times, accounting for 4.4 hours of case time (21.57%). Teaching occurred with FD events for 2.4 hours (22.2%), whereas 77.8% of teaching happened outside FD occurrence. Teaching methods shifted from active to passive during FD events to compensate for patient safety.Conclusions: Understanding how FDs impact operative learning will inform faculty development in managing interruptions and improve its integration into resident education. (C) 2016 Published by Elsevier Inc.

Introduction. Objective quantification of technical operative skills in surgery remains poorly defined, although the delivery of and training in these skills is essential to the profession of surgery. Attempts to measure hand kinematics to quantify operative performance primarily have relied on electromagnetic sensors attached to the surgeon's hand or instrument. We sought to determine whether a similar motion analysis could be performed with a marker-less, video-based review, allowing for a scalable approach to performance evaluation.Methods. We recorded six reduction mammoplasty operations a plastic surgery procedure in which the attending and resident surgeons operate in parallel. Segments representative of surgical tasks were identified with Multimedia Video Task Analysis software. Video digital processing was used to extract and analyze the spatiotemporal characteristics of hand movement.Results. Attending plastic surgeons appear to use their nondominant hand more than residents when cutting with the scalpel, suggesting more use of countertraction. While suturing, attendings were more ambidextrous, with smaller differences in movement between their dominant and nondominant hands than residents. Attendings also seem to have more conservation of movement when performing instrument tying than residents, as demonstrated by less nondominant hand displacement. These observations were consistent within procedures and between the different attending plastic surgeons evaluated in this fashion.Conclusion. Video motion analysis can be used to provide objective measurement of technical skills without the need for sensors or markers. Such data could be valuable in better understanding the acquisition and degradation of operative skills, providing enhanced feedback to shorten the learning curve.

BACKGROUND:Contemporary surgical education includes online resources, mobile platform applications, and simulation training. The aim of this study was to characterize educational tools used by surgical residents.METHODS:An anonymous web-based survey was distributed to 9,913 members of the Resident and Associate Society of the American College of Surgeons.RESULTS:We received 773 completed surveys. To prepare for examinations and expand fund of knowledge, most respondents used printed textbooks, online textbooks, and Surgical Council on Resident Education modules, respectively. Respondents used online textbooks and journal articles most often to investigate timely patient care issues. In contrast, mobile platform applications and online videos/lectures were used least. Fewer than half of respondents used simulators, limited by clinical duties, absence of feedback/supervision, and lack of working supplies.CONCLUSIONS:Traditional educational resources dominate trainee preferences, although utilization of the Surgical Council on Resident Education curriculum continues to grow. Simulators remain a required tool for laparoscopic training, and incorporation of structured feedback and improved supervision may improve utilization.

PURPOSE: A mechanism for more effective and comprehensive assessment of surgical residents' performance in the operating room (OR) is needed, especially in light of the new requirements issued by the American Board of Surgery. Furthermore, there is an increased awareness that assessments need to be more meaningful by including not only procedure-specific and general technical skills, but also nontechnical skills (NOTECHS), such as teamwork and communication skills. Our aims were to develop a methodology and create a tool that comprehensively assesses residents' operative performance.METHODS: A procedure-specific technical skill assessment for laparoscopic colon resections was created through use of task analysis. Components of previously validated tools were added to broaden the assessment to include general technical skills and NOTECHS. Our instrument was then piloted in the OR to measure face and content validity through an iterative process with faculty evaluators. Once the tool was finalized, postgraduate 3 (PG3) and PG5 residents on a 2-month long rotation were assessed by 1 of 4 colorectal surgeons immediately after completing a case together. Construct validity was measured by evaluating the difference in scores between PG3 and PG5 residents' performance as well as the change in scores over the course of the rotation.RESULTS: Sixty-three assessments were performed. All evaluations were completed within 48 hours of the operation. There was a statistically significant difference between the PG3 and PG5 scores on procedure-specific performance, general technical skills, NOTECHS, and overall performance. Over the course of the rotation, a statistically significant improvement was found in residents' scores on the procedure-specific portion of the assessment but not on the general surgical skills or NOTECHS.CONCLUSION: This is a feasible, valid, and reliable assessment tool for the comprehensive evaluation of resident performance in the OR We plan to use this tool to assess resident operative skill development and to improve direct resident feedback. ((C) 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

In the treatment of melanoma, inguinal lymph node dissection (ILND) is the standard of care for palpable or biopsy-proven lymph node metastases. Wound complications occur frequently after ILND. In the current study, the multicenter American College of Surgeons National Surgical Quality Improvement Program (ACS NSQIP) was utilized to examine the frequency and predictors of wound complications after ILND.Patients with cutaneous melanoma who underwent superficial and superficial with deep ILND from 2005-2010 were selected from the ACS NSQIP database. Standard ACS NSQIP 30-day outcome variables for wound occurrences-superficial surgical site infection (SSI), deep SSI, organ space SSI, and disruption-were defined as wound complications.Of 281 total patients, only 14 % of patients had wound complications, a rate much lower than those reported in previous single institution studies. In a multivariable model, superficial with deep ILND, obesity, and diabetes were significantly associated with wound complications. There was no difference in the rate of reoperation in patients with and without wound complications.ACS NSQIP appears to markedly underreport the actual incidence of wound complications after ILND. This may reflect the program's narrow definition of wound occurrences, which does not include seroma, hematoma, lymph leak, and skin necrosis. Future iterations of the ACS NSQIP for Oncology and procedure-specific modules should expand the definition of wound occurrences to incorporate these clinically relevant complications.