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Cited by 260Surgical Simulation and TrainingInnovations in Medical EducationHospital Admissions and Outcomes

The DOI matches its Crossref record; 42 of the 42 references it cites were found in a registry or an index.

Comprehensive Surgical Coaching Enhances Surgical Skill in the Operating Room: A Randomized Controlled Trial

Bonrath, Esther M., Dedy, Nicolas J., Gordon, Lauren E., Grantcharov, Teodor P.·2015·Annals of Surgery
DOI 10.1097/sla.0000000000001214
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Abstract

In Brief Objectives: The aim of the study was to determine whether individualized coaching improved surgical technical skill in the operating room to a higher degree than current residency training. Background: Clinical training in the operating room is a valuable opportunity for surgeons to acquire skill and knowledge; however, it often remains underutilized. Coaching has been successfully used in various industries to enhance performance, but its role in surgery has been insufficiently investigated. Methods: This randomized controlled trial was conducted at one surgical training program. Trainees undergoing a minimally invasive surgery rotation were randomized to either conventional training (CT) or comprehensive surgical coaching (CSC). CT included ward and operating room duties, and regular departmental teaching sessions. CSC comprised performance analysis, debriefing, feedback, and behavior modeling. Primary outcome measures were technical performance as measured on global and procedure-specific rating scales, and surgical safety parameters, measured by error count. Operative performance was assessed by blinded video analysis of the first and last cases recorded by the participants during their rotation. Results: Twenty residents were randomized and 18 completed the study. At posttraining the CSC group (n = 9) scored significantly higher on a procedure-specific skill scale compared with the CT group (n = 9) [median, 3.90 (interquartile range, 3.68–4.30) vs 3.60 (2.98–3.70), P = 0.017], and made fewer technical errors [10 (7–13) vs 18 (13–21), P = 0.003]. Significant within-group improvements for all skill metrics were only noted in the CSC group. Conclusions: Comprehensive surgical coaching enhances surgical training and results in skill acquisition superior to conventional training. This randomized controlled trial examined the effectiveness of comprehensive coaching as an approach to enhance operative performance in surgical postgraduate training. Coaching involved structured performance analysis, video debriefing, feedback, and behavior modeling. After 2 months, coaching led to superior surgical skills as measured by performance and error metrics compared with conventional residency.

Overview

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Crossref · 10.1097/sla.0000000000001214

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Metadata

Authors
Bonrath, E. M., Dedy, N. J., Gordon, L. E., & Grantcharov, T. P.
Affiliations
St. Michael's Hospital (CA)
ORCID
Venue
Annals of Surgery
Publisher
Ovid Technologies (Wolters Kluwer Health)
Published
2015-08
Volume
262
Issue
2
Pages
205-212
ISSN
0003-4932 (ISSN-L)
DOI
10.1097/sla.0000000000001214
OpenAlex
W2320880770
Cited by
260
References
42
Citations by year
2026: 16 · 2025: 25 · 2024: 26 · 2023: 21 · 2022: 27 · 2021: 28 · 2020: 32 · 2019: 24 · 2018: 14 · 2017: 22 · 2016: 19 · 2015: 6
FWCI
20.55
Type
journal article
Language
en
Open access
closed
Locations
  • Annals of Surgery (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Medicine › Surgery › Surgical Simulation and Training
  • Social Sciences › Education › Innovations in Medical Education
  • Health Sciences › Nursing › Leadership and Management › Hospital Admissions and Outcomes
Keywords
surgical coaching, surgical skill acquisition, surgical residency training, operating room training, minimally invasive surgery, video debriefing, performance feedback, behavioral modeling, surgical errors, operative performance, surgical safety
MeSH terms
Adult, Clinical Competence, Female, Humans, Internship and Residency, Jejunostomy, Knowledge of Results, Psychological, Male, Mentors, Operating Rooms, Laparoscopy, Gastric Bypass, Models, Educational, Problem-Based Learning

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