Trigger videos: a novel application of a tool for surgical faculty development.
Ontology highlight
ABSTRACT: Background
Trigger videos have occasionally been used in medical education; however, their application to surgical faculty development is novel. We assessed participants' attitudes towards workshops on intraoperative teaching (IOT) that were anchored by trigger videos, and studied whether they could generate discussion-for-learning among surgeons in this workshop setting.Methods
Surgeons from multiple specialties attended one of six faculty development workshops where IOT trigger videos were shown and discussed during break-out sessions. Participants completed questionnaires to (1) evaluate videos via survey and feedback, and (2) identify adoptable and discardable IOT techniques. Teaching techniques were collated to identify planned IOT changes and survey data and feedback were analyzed.Results
A total of 135 surgeons identified 292 adoptable and 202 discardable IOT techniques based on trigger videos and discussions, and 94% of participants reported that the trigger videos were useful and encouraged them to discuss and consider new IOT techniques in their own practice.Conclusions
Participants reported that the trigger videos were useful and motivating. Surgeons critically reflected on IOT during the sessions, identifying numerous adoptable and discardable techniques relevant to their own teaching styles. Trigger videos can be a valuable tool for surgical faculty development and can be tailored to other medical specialties.
SUBMITTER: Arora A
PROVIDER: S-EPMC8680058 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:ObjectiveBased on a national survey of program directors we developed a letter of recommendation (LOR) scoring rubric (SR) to assess LORs submitted to a pediatric residency program. The objective was to use the SR to analyze: the consistency of LOR ratings across raters and LOR components that contributed to impression of the LOR and candidate.MethodsWe graded 30 LORs submitted to a pediatric residency program that were evenly distributed based on final rank by our program. The SR contained 3 sections (letter features, phrases, and applicant abilities) and 2 questions about the quality of the LOR (LORQ) and impression of the candidate (IC) after reading the LOR on a 5-point Likert scale. Inter-rater reliability was calculated with intraclass correlation coefficients (ICC(2,1)). Pearson (r) correlations and stepwise multivariate linear regression modeling predicted LORQ and IC. Mean scores of phrases, features, and applicant abilities were analyzed with ANOVA and Bonferroni correction.ResultsPhrases (ICC(2,1) = 0.82, p<0.001)) and features (ICC(2,1) = 0.60, p<0.001)) were rated consistently, while applicant abilities were not (ICC(2,1) = 0.28, p<0.001)). For features, LORQ (R2 = 0.75, p<0.001) and IC (R2 = 0.58, p<0.001) were best predicated by: writing about candidates' abilities, strength of recommendation, and depth of interaction with the applicant. For abilities, LORQ (R2 = 0.47, p<0.001) and IC (R2 = 0.51, p<0.001) were best predicted by: clinical reasoning, leadership, and communication skills (0.2). There were significant differences for phrases and features (p<0.05).ConclusionsThe SR was consistent across raters and correlates with impression of LORQ and IC. This rubric has potential as a faculty development tool for writing LORS.
| S-EPMC7743943 | biostudies-literature
Project description:BackgroundPeer observation of Teaching involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching. This study employed and assessed peer observation as a constructive, developmental process for members of a Pediatric Teaching Faculty.MethodsThis study describes how peer observation was implemented as part of a teaching faculty development program and how it was perceived by teachers. The PoT process was divided into 4 stages: pre-observation meeting, observation, post-observation feedback and reflection. Particular care was taken to ensure that teachers understood that the observation and feedback was a developmental and not an evaluative process. Twenty teachers had their teaching peer observed by trained Faculty members and gave an e-mail 'sound-bite' of their perceptions of the process. Teaching activities included lectures, problem-based learning, small group teaching, case-based teaching and ward-based teaching sessions.ResultsTeachers were given detailed verbal and written feedback based on the observer's and students' observations. Teachers' perceptions were that PoT was useful and relevant to their teaching practice. Teachers valued receiving feedback and viewed PoT as an opportunity for insight and reflection. The process of PoT was viewed as non-threatening and teachers thought that PoT enhanced the quality of their teaching, promoted professional development and was critical for Faculty development.ConclusionsThis study demonstrated that PoT can be used in a constructive way to improve course content and delivery, to support and encourage medical teachers, and to reinforce good teaching.
| S-EPMC3406982 | biostudies-literature
Project description:IntroductionFormative evaluations of clinical teaching for emergency medicine (EM) faculty are limited. The goal of this study was to develop a behaviorally-based tool for evaluating and providing feedback to EM faculty based on their clinical teaching skills during a shift.MethodsWe used a three-phase structured development process. Phase 1 used the nominal group technique with a group of faculty first and then with residents to generate potential evaluation items. Phase 2 included separate focus groups and used a modified Delphi technique with faculty and residents, as well as a group of experts to evaluate the items generated in Phase 1. Following this, residents classified the items into novice, intermediate, and advanced educator skills. Once items were determined for inclusion and subsequently ranked they were built into the tool by the investigators (Phase 3).ResultsThe final instrument, the "Faculty Shift Card," is a behaviorally-anchored evaluation and feedback tool used to facilitate feedback to EM faculty about their teaching skills during a shift. The tool has four domains: teaching clinical decision-making; teaching interpersonal skills; teaching procedural skills; and general teaching strategies. Each domain contains novice, intermediate, and advanced sections with 2-5 concrete examples for each level of performance.ConclusionThis structured process resulted in a well-grounded and systematically developed evaluation tool for EM faculty that can provide real-time actionable feedback to faculty and support improved clinical teaching.
| S-EPMC6324693 | biostudies-literature
Project description:IntroductionJunior academic faculty must balance increasing clinical responsibilities whilst maintaining academic portfolios aimed at promotion. Our goal was to design, implement, and evaluate a curriculum for career development amongst junior faculty in pediatrics.MethodsFollowing the Kern method of curriculum development, we performed a needs assessment of junior faculty via an electronic survey to identify areas for career development. We created objectives based on the themes identified and developed associated learning activities, including (1) a monthly seminar series, (2) an orientation day for new hires, and (3) a formal mentoring program for junior faculty. At the end of each academic year, we sent electronic surveys to junior faculty participants for program evaluation.ResultsOf 50 junior faculty, 60% completed the initial needs assessment and identified a need for a forum for junior faculty orientation, career development, and formal mentoring. Local experts were solicited to create and lead a 10-part seminar series to cover topics such as CV review, promotions, and mentoring. Twenty-one junior faculty (42%) who did not already have established mentors joined the formal mentoring program. All incoming new junior faculty attended a formal orientation day held annually. At the end of the first year, a follow-up survey for program evaluation was completed by 17 (27%) junior faculty, and 98% reported satisfaction with the learning activities.DiscussionWe successfully developed and implemented a junior faculty career development program at our institution that can be replicated at other institutions.
| S-EPMC6342391 | biostudies-literature
Project description:IntroductionThere has been a constant increase in the number of published surgical videos with preference for open-access sources, but the proportion of videos undergoing peer-review prior to publication has markedly decreased, raising questions over quality of the educational content presented. The aim of this study was the development and validation of a standard framework for the appraisal of surgical videos submitted for presentation and publication, the LAParoscopic surgery Video Educational GuidelineS (LAP-VEGaS) video assessment tool.MethodsAn international committee identified items for inclusion in the LAP-VEGaS video assessment tool and finalised the marking score utilising Delphi methodology. The tool was finally validated by anonymous evaluation of selected videos by a group of validators not involved in the tool development.Results9 items were included in the LAP-VEGaS video assessment tool, with every item scoring from 0 (item not presented in the video) to 2 (item extensively presented in the video), with a total marking score ranging from 0 to 18. The LAP-VEGaS video assessment tool resulted highly accurate in identifying and selecting videos for acceptance for conference presentation and publication, with high level of internal consistency and generalisability.ConclusionsWe propose that peer review in adherence to the LAP-VEGaS video assessment tool could enhance the overall quality of published video outputs.
| S-EPMC7886732 | biostudies-literature
Project description:Objectiveto translate, cross-culturally adapt and validate the Global Trigger Tool surgical module content for Brazil.Methodthis is methodological research, carried out between March/2018 and February/2019, following the steps of translation, synthesis, back-translation, validation by the Delphi technique, pre-test and presentation to developers. Two translators, two back-translators, six professionals participated in the expert committee. A pre-test was carried out with a retrospective analysis of 244 medical records of adult patients. The content validity index and Cronbach's alpha were determined for data analysis.Resultsthe translation and cross-cultural adaptation allowed adjustments of items for use in Brazil. The mean Content Validity Index was 1.38, and the degree of agreement among experts was 92.4%. Cronbach's alpha was 0.83 for the 11 surgical triggers and their guidelines.Conclusionthe module was translated, cross-culturally adapted for Brazil, with high reliability to identify surgical adverse events.
| S-EPMC9728827 | biostudies-literature
Project description:The present study aimed to investigate the clinical effects of the brand new perioperative transfusion trigger score (POTTS) system in patients undergoing malignant tumor surgeries. 442 cases of patients diagnosed with malignant tumor were randomly selected (from January 2012 to December 2016) from Zunyi Medical University and were divided into 3 experimental groups. Patients in the POTTS group were transfused by the POTTS guideline perioperatively, while patients in the 7-10 g group were treated by the traditional transfusion guidelines existed (restrictive transfusion strategy), patients in the 10 g group should be transfused to keep the Hb level no less than 10 g/dL (liberal transfusion strategy). Baseline information, operation time, bleeding volume, transfusion amount, incision healing time, postoperative complications, metastasis and recurrence were observed and recorded. Postoperative short-term mortality was comparable of the 3 groups, 3 cases of death all occurred in 10 g group, there was no significant difference in the incidence of postoperative complications, including infectious complications and coagulation related complications. Follow-up to date, there were 25 cases, 29 cases and 29 cases of tumor recurrence and metastasis in the three groups, but no statistical difference observed. The present findings show that the POTTS transfusion system is more advantageous with regard to save blood and relieve economic burdens of patients, and does not affect the long-term recurrence and metastasis rate of malignant tumor.
| S-EPMC7042453 | biostudies-literature
Project description:The Classroom Observation Protocol Undergraduate STEM (COPUS) tool was developed to quantify the time instructors and students engage in various activities within STEM courses. We offer a matrix of joint instructor-student behaviors rather than a pie chart of individual behaviors as an alternative perspective on the presentation of the results from the COPUS instrument. We suggest that the presentation of the results using this matrix tool allows for finer-scale insights into the learning environment in a classroom. Using this matrix tool, we identified four profiles of instructor-student behavior in undergraduate STEM classes at our regional comprehensive Master's institution: lecture, lecture plus (lecture with students posing questions to the instructor), standing clickers/IF-ATs (immediate feedback assessment technique-instructor poses questions using some form of immediate response method but does not move around groups), and roving groups (requiring instructor to move between groups). Prior to using the COPUS instrument we placed each of the observed faculty along the active learning spectrum. Our matrix tool was validated by alignment of the matrix tool profiles with these a priori designations. We offer suggestions regarding how this matrix tool can be best used to inform faculty professional development to move instructors along the active learning spectrum.
| S-EPMC6914351 | biostudies-literature
Project description:BackgroundA Surgical Patient safety Observation Tool (SPOT) was developed and tested in a multicentre observational pilot study. The tool enables monitoring and benchmarking perioperative safety performance across departments and hospitals, covering international patient safety goals.MethodsNineteen perioperative patient safety observation topics were selected from Dutch perioperative patient safety guidelines, which also cover international patient safety goals. All items that measured these selected topics were then extracted from available local observation checklists of the participating hospitals. Experts individually prioritized the best measurement items per topic in an initial written Delphi round. The second (face to face) Delphi round resulted in consensus on the content of SPOT, after which the measurable elements (MEs) per topic were defined. Finally, the tool was piloted in eight hospitals for measurability, applicability, improvement potential, discriminatory capacity and feasibility.ResultsThe pilot test showed good measurability for all 19 patient safety topics (range of 8-291 MEs among topics), with good applicability (median 97 (range 11·8-100) per cent). The overall improvement potential appeared to be good (median 89 (range 72·5-100) per cent), and at topic level the tool showed good discriminatory capacity (variation 27·5 per cent, range in compliance 72·5-100 per cent). Overall scores showed relatively little variation between the participating hospitals (variation 13 per cent, range in compliance 83-96 per cent). All eight auditors considered SPOT a straightforward and easy-to-use tracer tool.ConclusionA comprehensive tool to measure safety of care was developed and validated using a systematic, stepwise method, enabling hospitals to monitor, benchmark and improve perioperative safety performance.
| S-EPMC5989983 | biostudies-literature
Project description:College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors' teaching practices. We used persona methodology to describe the diversity among instructors who were participating in a long-term PD initiative. Persona methodology originates from ethnography. It takes data from product users and compiles those data in the form of fictional characters. Personas facilitate user-centered design. We identified four personas among our participants: Emma the Expert views herself as the subject-matter expert in the classroom and values her hard-earned excellence in lecturing. Ray the Relater relates to students and focuses on their points of view about innovative pedagogies. Carmen the Coach coaches her students by setting goals for them and helping them develop skill in scientific practices. Beth the Burdened owns the responsibility for her students' learning and feels overwhelmed that students still struggle despite her use of evidence-based practice. Each persona needs unique PD. We suggest ways that PD facilitators can use our personas as a reflection tool to determine how to approach the learners in their PD. We also suggest further avenues of research on learner-centered PD.
| S-EPMC6889841 | biostudies-literature