- Email: [email protected]
Speed Mentoring: An Innovative Method to Meet the Needs of the Young Surgeon
e42
J Am Coll Surg
Scientific Forum: 2016 Clinical Congress
dimensional modeling software were used to determine optimum camera position for the first twelve procedures. Three compact, high-resolution camcorders (GoProÒ Hero, San Mateo, CA) were employed with a variety of mounting strategies to record 12 simulated, matched procedures. Wireless and mobile technology, as well as video-based editing software were employed to analyze audiovisual output. RESULTS: Several visual angles optimally capture surgical team dynamics, and vary according to procedure type and team positioning. “Mirrored triangulation” of multiple cameras allowed us to determine ideal angles for camera placement. High-fidelity recording equipment and video-based editing software facilitate the assessment of subtle elements of team performance, as well as characteristics unique to the procedure itself. CONCLUSIONS: The effectiveness of a surgical team can be assessed with high-fidelity recording and editing equipment in defined configurations. Our novel “mirrored triangulation” approach facilitates the evaluation of communication, technical skills, and teamworkda 3-tiered foundation for intraoperative leadership and coaching. We propose that our audiovisual methodology can be used to coach surgeons and their teams in a collaborative and non-punitive manner, and is likely to be reproducible across disciplines. Speed Mentoring: An Innovative Method to Meet the Needs of the Young Surgeon Rebecca C Britt, MD, FACS, Amy N Hildreth, MD, FACS, Shannon Acker, MD, Nicolas J Mouawad, MD, MPH, MBA, Josh Mammen, MD, FACS, Jacob Moalem, MD, FACS Eastern Virginia Medical School, Norfolk, VA INTRODUCTION: Speed mentoring has recently been used by several medical organizations as a strategy to establish mentoring relationships, which are felt to be critically important in the development of the surgeon. This study assesses a surgical speed mentoring program at the 2015 American College of Surgeons (ACS) Clinical Congress. METHODS: A steering committee designed the speed mentoring program to match 60 ACS-Resident and Associate Society (RAS) mentees with a mix of junior and senior leadership of ACS. Each mentee-met with five mentors for ten minutes each during the one hour session. After participation in the activity, surveys were provided to assess the event. The survey included forced-choice questions using Likert scales as well as open ended questions. RESULTS: There was a high level of satisfaction with the activity, with 100% of mentors and mentees stating that they would recommend the activity to a colleague. There was overall high satisfaction with the organization of the session by both the mentors and the mentees although the mentors were more likely to feel that they needed more time for each interaction (Table). More mentees (93%) than mentors (68.5%) felt they were likely to develop a mentoring relationship with one of their matches outside of the organized session.
Table. Overall Impression of Event, Percentage of Participants Who Either ‘Agreed’ or ‘Strongly Agreed’; Average Likert Score In Parenthesis Variable
Event well-organized Registration easy Meeting space adequate Enough time to meet
Mentors
98% 93% 85% 72%
(4.5) (4.4) (4.2) (4.4)
Mentees
100% 100% 97.5% 93%
(4.7) (4.8) (4.8) (4.5)
p Value
0.93 0.25 0.09 0.02
CONCLUSIONS: We demonstrated that a speed mentoring event at a national surgical meeting offers an effective platform for mentoring and is mutually beneficial to both mentors and mentees. Data collected here will be used to modify and improve the design of future speed mentoring sessions. Tackling the Surgical Clerkship Assessment Form: A Piloted Form to Improve Utilization and Increase Feedback Comments Kwame S Amankwah, MD, FACS, Rebecca Bellini, Mariah K Fisher, MD, FACS State University of New York at Syracuse, Syracuse, NY INTRODUCTION: Clinical evaluation forms remain a cornerstone of several surgical clerkships as an assessment tool; however, faculty, residents and students often express dissatisfaction with this practice. Students express frustration due to the subjective nature of these evaluations. Faculty and residents voice concern on the length of the form, uncertainty how the scoring may affect the overall grade, and a lack of knowledge and understanding of the goals and objectives of student performance. The purpose of the study was to determine if revision of the evaluation form, combined with targeted faculty and resident development, would increase not only the number of evaluation forms completed, but also the amount of feedback comments. METHODS: The new clinical evaluation form was piloted in the surgery clerkship, at our institution, for the 2015-2016 academic year. The following characteristics highlight the differences between the old form and the new form. 1) The new evaluation form placed feedback comments sections at the top of the form rather than at the bottom, 2) used “word label” anchors to rate students: (deficient, developing, competent and exemplary), rather than a 1-5 Likert scale, and 3) replaced all behavioral anchors, associated with each competence, with one sentence to describe each competency domain, and new competency language better focused on clinical performance specific enough to be observed, but broad enough to be linked to the AAMC Core Entrustable Professional Activates (EPA’s). Prior to implementing the new system, faculty development was conducted through informational sessions. As part of the “Residents as Teachers” presentations, residents were provided similar information and a training video on the behavioral criterion descriptors. RESULTS: Over 7 months, 400 surgical clerkship clinical evaluations were completed on 56 students using the new form. In terms of increasing the number of feedback comments, there was a yield
J Am Coll Surg
Scientific Forum: 2016 Clinical Congress
dimensional modeling software were used to determine optimum camera position for the first twelve procedures. Three compact, high-resolution camcorders (GoProÒ Hero, San Mateo, CA) were employed with a variety of mounting strategies to record 12 simulated, matched procedures. Wireless and mobile technology, as well as video-based editing software were employed to analyze audiovisual output. RESULTS: Several visual angles optimally capture surgical team dynamics, and vary according to procedure type and team positioning. “Mirrored triangulation” of multiple cameras allowed us to determine ideal angles for camera placement. High-fidelity recording equipment and video-based editing software facilitate the assessment of subtle elements of team performance, as well as characteristics unique to the procedure itself. CONCLUSIONS: The effectiveness of a surgical team can be assessed with high-fidelity recording and editing equipment in defined configurations. Our novel “mirrored triangulation” approach facilitates the evaluation of communication, technical skills, and teamworkda 3-tiered foundation for intraoperative leadership and coaching. We propose that our audiovisual methodology can be used to coach surgeons and their teams in a collaborative and non-punitive manner, and is likely to be reproducible across disciplines. Speed Mentoring: An Innovative Method to Meet the Needs of the Young Surgeon Rebecca C Britt, MD, FACS, Amy N Hildreth, MD, FACS, Shannon Acker, MD, Nicolas J Mouawad, MD, MPH, MBA, Josh Mammen, MD, FACS, Jacob Moalem, MD, FACS Eastern Virginia Medical School, Norfolk, VA INTRODUCTION: Speed mentoring has recently been used by several medical organizations as a strategy to establish mentoring relationships, which are felt to be critically important in the development of the surgeon. This study assesses a surgical speed mentoring program at the 2015 American College of Surgeons (ACS) Clinical Congress. METHODS: A steering committee designed the speed mentoring program to match 60 ACS-Resident and Associate Society (RAS) mentees with a mix of junior and senior leadership of ACS. Each mentee-met with five mentors for ten minutes each during the one hour session. After participation in the activity, surveys were provided to assess the event. The survey included forced-choice questions using Likert scales as well as open ended questions. RESULTS: There was a high level of satisfaction with the activity, with 100% of mentors and mentees stating that they would recommend the activity to a colleague. There was overall high satisfaction with the organization of the session by both the mentors and the mentees although the mentors were more likely to feel that they needed more time for each interaction (Table). More mentees (93%) than mentors (68.5%) felt they were likely to develop a mentoring relationship with one of their matches outside of the organized session.
Table. Overall Impression of Event, Percentage of Participants Who Either ‘Agreed’ or ‘Strongly Agreed’; Average Likert Score In Parenthesis Variable
Event well-organized Registration easy Meeting space adequate Enough time to meet
Mentors
98% 93% 85% 72%
(4.5) (4.4) (4.2) (4.4)
Mentees
100% 100% 97.5% 93%
(4.7) (4.8) (4.8) (4.5)
p Value
0.93 0.25 0.09 0.02
CONCLUSIONS: We demonstrated that a speed mentoring event at a national surgical meeting offers an effective platform for mentoring and is mutually beneficial to both mentors and mentees. Data collected here will be used to modify and improve the design of future speed mentoring sessions. Tackling the Surgical Clerkship Assessment Form: A Piloted Form to Improve Utilization and Increase Feedback Comments Kwame S Amankwah, MD, FACS, Rebecca Bellini, Mariah K Fisher, MD, FACS State University of New York at Syracuse, Syracuse, NY INTRODUCTION: Clinical evaluation forms remain a cornerstone of several surgical clerkships as an assessment tool; however, faculty, residents and students often express dissatisfaction with this practice. Students express frustration due to the subjective nature of these evaluations. Faculty and residents voice concern on the length of the form, uncertainty how the scoring may affect the overall grade, and a lack of knowledge and understanding of the goals and objectives of student performance. The purpose of the study was to determine if revision of the evaluation form, combined with targeted faculty and resident development, would increase not only the number of evaluation forms completed, but also the amount of feedback comments. METHODS: The new clinical evaluation form was piloted in the surgery clerkship, at our institution, for the 2015-2016 academic year. The following characteristics highlight the differences between the old form and the new form. 1) The new evaluation form placed feedback comments sections at the top of the form rather than at the bottom, 2) used “word label” anchors to rate students: (deficient, developing, competent and exemplary), rather than a 1-5 Likert scale, and 3) replaced all behavioral anchors, associated with each competence, with one sentence to describe each competency domain, and new competency language better focused on clinical performance specific enough to be observed, but broad enough to be linked to the AAMC Core Entrustable Professional Activates (EPA’s). Prior to implementing the new system, faculty development was conducted through informational sessions. As part of the “Residents as Teachers” presentations, residents were provided similar information and a training video on the behavioral criterion descriptors. RESULTS: Over 7 months, 400 surgical clerkship clinical evaluations were completed on 56 students using the new form. In terms of increasing the number of feedback comments, there was a yield