Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training.

Autor:	Papachristos AJ; From the Northern Clinical School, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia.; Department of Endocrine Surgery, Royal North Shore Hospital, St Leonards, NSW, Australia., Molloy E; Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, VIC, Australia., Chui JN; From the Northern Clinical School, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia., Ghidinelli M; Department of Education Research, AO Foundation, Davos, Switzerland., Kitto S; Department of Medical Education Research, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore., Nestel D; Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, VIC, Australia., Loveday BPT; Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, VIC, Australia.; Department of General Surgical Specialties, Royal Melbourne Hospital, Parkville, VIC, Australia.; Department of Surgery, University of Auckland, Auckland, New Zealand.
Jazyk:	angličtina
Zdroj:	Annals of surgery open : perspectives of surgical history, education, and clinical approaches [Ann Surg Open] 2024 Jul 15; Vol. 5 (3), pp. e471. Date of Electronic Publication: 2024 Jul 15 (Print Publication: 2024).
DOI:	10.1097/AS9.0000000000000471
Abstrakt:	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. (Copyright © 2024 The Author(s). Published by Wolters Kluwer Health, Inc.)
Databáze:	MEDLINE
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