Intraoperative Feedback: A Video-BasedAnalysis of Faculty and Resident Perceptions.

OBJECTIVE

Residents and faculty identify intraoperative feedback as a critical component of surgical education. Studies have demonstrated that residents perceive lower quality and frequency of intraoperative feedback compared to faculty. These differences in perception may be due to dissimilar identification of feedback. The purpose of this study was to determine if residents and faculty differently identify intraoperative interactions as feedback.

DESIGN

Residents and faculty viewed a segment of a laparoscopic cholecystectomy video and then timestamped the video where they perceived moments of intraoperative feedback. Validated surveys on timing, amount, specificity, and satisfaction with operative feedback were administered.

SETTING

Viewing of the video and survey administration was conducted at the University of Michigan.

PARTICIPANTS

A total of 23 of 41 residents (56%) and 29 of 33 faculty (88%) participated in this study.

RESULTS

Survey analysis demonstrated that residents perceived operative feedback to occur with less immediacy, specificity, and frequency compared to faculty. During the 10-minute video, residents and faculty identified feedback 21 and 29 times, respectively (p = 0.13). Ten-second interval analysis demonstrated 7 statistically significant intervals (p < 0.05) where residents identified feedback less frequently than faculty. Analysis of these 7 intervals revealed that faculty were more likely to identify interactions, especially nonverbal ones, as feedback. Review of free-text comments confirmed these findings and suggested that residents may be more receptive to feedback at the conclusion of the case.

CONCLUSIONS

Using video review, we show that residents and faculty identify different intraoperative interactions as feedback. This disparity in identification of feedback may limit resident satisfaction and effective intraoperative learning. Timing and labeling of feedback, continued use of video review, and structured teaching models may overcome these differences and improve surgical education.