SURGICAL RESEARCH
Implementation of an Effective Strategy for Teaching Nontechnical Skills in the OR
Published on
May 1, 2016
Annals of Surgery
Overview
This study aimed to assess the effectiveness of debriefing and feedback on intraoperative nontechnical performance as a teaching strategy in surgical training. With regulatory bodies in North America emphasizing the importance of nontechnical skills such as communication and teamwork for surgical residents, the research sought to fill the gap in concrete recommendations for training these competencies. Utilizing a nonrandomized, single-blinded interrupted time-series design, eleven senior surgical residents were observed using the Non-Technical Skills for Surgeons (NOTSS) rating system before and after receiving structured debriefing and feedback from a trained observer.
Results indicated a significant improvement in average NOTSS scores from 3.2 to 3.5 post-training, and all participants found the intervention beneficial, with many advocating for the integration of debriefing and feedback into surgical training programs. The findings suggest that incorporating these methods in the operating room can effectively enhance nontechnical skill development in competency-based education for surgical residents.
Results
Twelve senior trainees were recruited, 11 completed the study. Average NOTSS scores improved significantly from 3.2 (SD 0.37) at baseline to 3.5 (SD 0.43) post-training [t(10) = -2.55, P = 0.29]. All participants felt the intervention was useful, and the majority thought that debriefing and feedback on nontechnical skills should be integrated in surgical training.
