2780 Surgical Coaching in Obstetrics and Gynecology: A Multi-Centre Pilot ProjecT

Abstract

Study Objective Surgical coaching has emerged as a new frontier of medical education. New evidence suggests that focused coaching in the operating room improves technical skill when compared to current residency training.We wanted to develop the surgical coaching competency of faculty and residents of our department through exposure to the Wisconsin Surgical Coaching Framework. Design This is a prospective cohort study. We delivered a workshop (our intervention) jointly to faculty and residents at two academic hospitals. The same cohort of participants were administered a pre-workshop and post workshop survey. In the operating room using resident and staff physician dyads to evaluate the utility of the tool. Setting Two Academic Hospitals. Patients or Participants The study population included faculty and residents at two academic hospitals. We identified and surveyed operating room resident and faculty dyads. Interventions The Wisconsin Surgical Coaching Framework was used to develop a workshop-type presentation, and was delivered to both faculty and residents. Posters and pocket cards were developed to be used as memory aids for the framework. Measurements and Main Results A total of 28 staff Obstetricians & Gynecologists surveyed reported that time pressure, attitudes towards learners and case difficulty were the most commonly noted barriers to effective surgical coaching. Only 8% of staff physicians report having received formal training in coaching techniques.67% of residents report pre-operative goals were rarely or never set and coaching of non-technical and cognitive skills rarely or never occurs. Post intervention, over 90% of staff physicians and residents report setting goals with an increase in the frequency of teaching of non-technical skills. Conclusion In Obstetrics & Gynecology, our trainees have noted significant variation in the teaching skills of surgical teachers. A survey of our faculty and residents showed limited exposure to formal surgical coaching concepts. We have established a need and role for a formalized framework and language surrounding operating room teaching.