Cutting-Edge Feedback: Framework for Feedback Following Surgical Procedures

Monday, September 30, 2024

3:30 PM – 4:30 PM EDT

Location: MBCC, Exhibit Hall A-D - Sim Room 3

CME/MOC Credit: 1

Disclosure(s):

Michael Ian Orestes, MD:

faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Sarah N. Bowe, MD, EdM:

faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Nausheen Jamal, MD, MBA:

faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Sarah K. Rapoport, MD:

faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Important Notice: Seating is limited on a first-come, first-served basis.

PROGRAM DESCRIPTION: One of the most challenging transitions in practice is shifting into the role of teaching residents. Feedback in surgical education is often in the form of immediate critique and course correction during a case. While this form of feedback can be effective, important often major portions of it are lost without a formalized process.

Multiple teaching strategies have been used in the surgical literature including deliberate practice, coaching and use of various artificial simulations. Often impromptu feedback lacks formality and the learner does not realize feedback is being given. Furthermore, allowing the learner to struggle during a complex case may actually be detrimental to the learning process, making the feedback they receive much less meaningful.

The workshop will explore the most effective methods of giving structured and meaningful feedback, allowing the learner to realize that feedback is being given, tailoring surgical feedback to the audience and ensuring achievable and realistic goals are being communicated.
Furthermore we will address questions that both junior and senior otolaryngologists often have such as:

How much guidance should be given during a procedure?

How much should you let a learning struggle during a case?

When should the staff take over?

How do you reconcile pressures to finish the OR?

Participants will take part in role plays to improve effective feedback for surgical cases. They will also work in small group sessions to brainstorm ways to create programs to improve feedback receipt at their institution. Participants will leave with a comprehensive strategy to provide effective feedback and instruction for surgical procedures. Specific cases are presented and discussed.

Learning Objectives:

Identify current gaps in surgical feedback techniques and recognize what feedback and guidance is required to allow a resident to complete a case successfully.
Demonstrate the ability to provide effective surgical feedback.
Implement appropriate feedback and instruction strategies to different level medical students and residents.

Lead Instructor(s)

Michael Ian Orestes, MD

Program Director
Walter Reed National Military Medical Center
Bethesda, Maryland, United States

Disclosure(s):
faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Instructors(s)

Sarah N. Bowe, MD, EdM

Associate Professor/Program Director
Department of Otolaryngology-Head & Neck Surgery, San Antonio Uniformed Services Health Education Consortium
San Antonio, TX, United States

Disclosure(s):
faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.
NJ

Nausheen Jamal, MD, MBA

Department Chair
University of Texas Medical Branch, John Sealy School of Medicine
Galveston, TX, United States

Disclosure(s):
faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.
Sarah K. Rapoport, MD

Laryngologist, Assistant Professor
Medstar Georgetown University Hospital
Washington, DC, United States

Disclosure(s):
faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.