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Multi-Institutional Pilot Evaluation of an Online Feedback Platform for Surgical Skill Acquisition
Marc D. Manganiello, MD1, George E. Haleblian, MD2, David Canes, MD3, Peter Chang, MD1, Andrew A. Wagner, MD1, Ruslan Korets, MD4.
1Beth Israel Deaconess Medical Center, Boston, MA, USA, 2Brigham and Women's Hospital, Boston, MA, USA, 3Lahey Hospital and Medical Center, Burlington, MA, USA, 4Veterans Affairs Boston Healthcare System, Boston, MA, USA.

BACKGROUND: Duty hour restrictions have led to a need for more efficient methods of surgical training. Post-operative directed feedback provides an effective, evidence-based opportunity to enhance surgical education. However, competing clinical and administrative responsibilities interfere with these educational opportunities immediately following a case. Mobile and web-based platforms can help overcome these challenges by virtually connecting teachers and residents. The aim of this study was to evaluate the role of immediate, directed feedback on surgical skills in the operating room using an online platform to document the interaction. METHODS: Between November 2016 and March 2017 participating trainees received procedure-focused feedback immediately after endoscopic and robotic cases. The specific feedback was performed in-person and documented using an online feedback platform. For each interaction, resident performance of various steps of the procedure were rated using a Zwisch model. Faculty and residents were then asked to complete a survey assessing impact and utility of the feedback platform on their training. RESULTS: Over the 5-month pilot evaluation period, 115 evaluations were completed by 9 faculty members and 14 residents from 4 New-England Academic Centers. 57% (8) were Junior Residents (PGY 1-3) and 43% (6) were Senior Residents (PGY 4-6). 45% (6) received feedback with the online platform for >=50% of cases in which they participated. 63% (9) received constructive feedback on what went well during the case. Only 27% (4) received feedback on what skills they could improve upon. 81% (11) of residents thought the feedback provided was constructive and objective. 100% agreed that receiving immediate feedback was beneficial to their training. 89% (8) of the faculty felt that the online platform allowed residents to acquire surgical skills more effectively and is helpful in training surgical residents. 100% faculty felt that completing the online feedback evaluations was easy. CONCLUSIONS: Attending surgeon feedback is an essential aspect of surgical training. An online feedback platform encourages dialogue between attending and resident in the immediate postoperative setting. Both residents and attending surgeons felt that immediate feedback was beneficial to surgical training and in the acquisition of surgical skills.



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