Feedback activities of instructors during a trauma surgery course
SourceAmerican Journal of Surgery, 206, 4, (2013), pp. 599-604
Article / Letter to editor
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American Journal of Surgery
SubjectNCEBP 2: Evaluation of complex medical interventions; NCEBP 2: Evaluation of complex medical interventions N4i 4: Auto-immunity, transplantation and immunotherapy; NCEBP 2: Evaluation of complex medical interventions NCMLS 3: Tissue engineering and pathology; NCEBP 4: Quality of hospital and integrated care
BACKGROUND: The aim of this study was to examine the quality and quantity of feedback and instruction from faculty members during an acute trauma surgery team training using a newly designed observational feedback instrument. METHODS: During the training, 11 operating teams, each consisting of 1 instructor coaching 2 trainees, were videotaped and audiotaped. Forty-five minutes of identical operating scenarios were reviewed and analyzed. Using a new observational feedback instrument, feedback and instruction, containing different levels of specific information related to technical and nontechnical skills, were noted. RESULTS: Instructors more often provided instruction (25.8 +/- 10.6 times) than feedback (4.4 +/- 3.5 times). Most feedback and instruction contained either nonspecific or less specific information and referred to technical skills. Instructors addressed communication skills more specifically. CONCLUSIONS: Coaching by faculty members predominantly contained unspecific instructions regarding technical skills. The observational feedback instrument enabled scoring of the coaching activities.
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