Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training
Objective:. To design, implement, and evaluate a near-peer coaching model to enhance operative learning in general surgery training. Background:. There is an urgent need to maximize operative learning in surgical education. Trainees find barriers to operative learning difficult to navigate and often...
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Health
2024-09-01
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| Series: | Annals of Surgery Open |
| Online Access: | http://journals.lww.com/10.1097/AS9.0000000000000471 |
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| author | Alexander J. Papachristos, MSurgicalEd Elizabeth Molloy, PhD Juanita N. Chui, MD Monica Ghidinelli, PhD Simon Kitto, PhD Debra Nestel, PhD Benjamin P. T. Loveday, PhD |
| author_facet | Alexander J. Papachristos, MSurgicalEd Elizabeth Molloy, PhD Juanita N. Chui, MD Monica Ghidinelli, PhD Simon Kitto, PhD Debra Nestel, PhD Benjamin P. T. Loveday, PhD |
| author_sort | Alexander J. Papachristos, MSurgicalEd |
| collection | DOAJ |
| description | Objective:. To design, implement, and evaluate a near-peer coaching model to enhance operative learning in general surgery training.
Background:. There is an urgent need to maximize operative learning in surgical education. Trainees find barriers to operative learning difficult to navigate and often sacrifice educational opportunities for the sake of impression management.
Methods:. A prospective cohort study was conducted over a 6-month period following design and implementation of a trainee-led near-peer coaching model; “SPICE” (Set goals, Plan, Imagine, Comment and feedback, Evaluate and reflect). Semistructured interviews were conducted to explore trainees’ experiences of the model.
Results:. Twelve trainees participated in the study. The near-peer coaching encounters provided trainees with the psychological safety to be honest about learning needs, validated insecurities, and mitigated the pressures associated with impression management that consistently shaped consultant–trainee relationships. Trainees described improved operative performance, increased self-confidence, and a greater ability to adapt to the unexpected. Trainees adapted the use of the SPICE model to conventional consultant–trainee dynamics, which facilitated learning conversations and negotiation of operative opportunities. On a broader scale, trainees noticed an improvement in the teaching culture of the unit, describing that the use of the model legitimized the importance of perioperative learning conversations and increased consultant enthusiasm for teaching.
Conclusions:. Near-peer coaching created a unique psychological safety that facilitated authentic reflection and goal setting and improved trainee confidence. The benefits of the SPICE model were translated to other contexts and facilitated entrustment in conventional consultant–trainee relationships. |
| format | Article |
| id | doaj-art-19cd4ecd497c4602b2cd583187a2c4a8 |
| institution | Kabale University |
| issn | 2691-3593 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Wolters Kluwer Health |
| record_format | Article |
| series | Annals of Surgery Open |
| spelling | doaj-art-19cd4ecd497c4602b2cd583187a2c4a82025-01-24T09:18:48ZengWolters Kluwer HealthAnnals of Surgery Open2691-35932024-09-0153e47110.1097/AS9.0000000000000471202409000-00017Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical TrainingAlexander J. Papachristos, MSurgicalEd0Elizabeth Molloy, PhD1Juanita N. Chui, MD2Monica Ghidinelli, PhD3Simon Kitto, PhD4Debra Nestel, PhD5Benjamin P. T. Loveday, PhD6From the * Northern Clinical School, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia‡ Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, VIC, AustraliaFrom the * Northern Clinical School, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia§ Department of Education Research, AO Foundation, Davos, Switzerland‖ Department of Medical Education Research, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore‡ Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, VIC, Australia‡ Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, VIC, AustraliaObjective:. To design, implement, and evaluate a near-peer coaching model to enhance operative learning in general surgery training. Background:. There is an urgent need to maximize operative learning in surgical education. Trainees find barriers to operative learning difficult to navigate and often sacrifice educational opportunities for the sake of impression management. Methods:. A prospective cohort study was conducted over a 6-month period following design and implementation of a trainee-led near-peer coaching model; “SPICE” (Set goals, Plan, Imagine, Comment and feedback, Evaluate and reflect). Semistructured interviews were conducted to explore trainees’ experiences of the model. Results:. Twelve trainees participated in the study. The near-peer coaching encounters provided trainees with the psychological safety to be honest about learning needs, validated insecurities, and mitigated the pressures associated with impression management that consistently shaped consultant–trainee relationships. Trainees described improved operative performance, increased self-confidence, and a greater ability to adapt to the unexpected. Trainees adapted the use of the SPICE model to conventional consultant–trainee dynamics, which facilitated learning conversations and negotiation of operative opportunities. On a broader scale, trainees noticed an improvement in the teaching culture of the unit, describing that the use of the model legitimized the importance of perioperative learning conversations and increased consultant enthusiasm for teaching. Conclusions:. Near-peer coaching created a unique psychological safety that facilitated authentic reflection and goal setting and improved trainee confidence. The benefits of the SPICE model were translated to other contexts and facilitated entrustment in conventional consultant–trainee relationships.http://journals.lww.com/10.1097/AS9.0000000000000471 |
| spellingShingle | Alexander J. Papachristos, MSurgicalEd Elizabeth Molloy, PhD Juanita N. Chui, MD Monica Ghidinelli, PhD Simon Kitto, PhD Debra Nestel, PhD Benjamin P. T. Loveday, PhD Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training Annals of Surgery Open |
| title | Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training |
| title_full | Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training |
| title_fullStr | Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training |
| title_full_unstemmed | Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training |
| title_short | Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training |
| title_sort | near peer coaching to enhance operative learning an educational innovation for surgical training |
| url | http://journals.lww.com/10.1097/AS9.0000000000000471 |
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