Explore the vast range of titles available.

BackgroundEvidence for surgical coaching has yet to demonstrate an impact on surgeons’ practice. We evaluated a surgical coaching program by analyzing quantitative and qualitative data on surgeons’ intraoperative performance.MethodsIn the 2018–2019 Surgical Coaching for Operative Performance Enhancement (SCOPE) program, 46 practicing surgeons in multiple specialties at four academic medical centers were recruited to complete three peer coaching sessions, each comprising preoperative goal-setting, intraoperative observation, and postoperative debriefing. Coach and coachee rated the coachee’s performance using modified Objective Structured Assessment of Technical Skills (OSATS, range 1–5) and Non-Technical Skills for Surgeons (NOTSS, range 4–16). We used generalized estimating equations to evaluate trends in skill ratings over time, adjusting for case difficulty, clinical experience, and coaching role. Upon program completion, we analyzed semi-structured interviews with individual participants regarding the perceived impact of coaching on their practice.ResultsEleven of 23 coachees (48%) completed three coaching sessions, three (13%) completed two sessions, and six (26%) completed one session. Adjusted mean OSATS ratings did not vary over three coaching sessions (4.39 vs 4.52 vs 4.44, respectively; P = 0.655). Adjusted mean total NOTSS ratings also did not vary over three coaching sessions (15.05 vs 15.50 vs 15.08, respectively; P = 0.529). Regarding patient care, participants self-reported improved teamwork skills, communication skills, and awareness in and outside the operating room. Participants acknowledged the potential for coaching to improve burnout due to reduced intraoperative stress and enhanced peer support but also the potential to worsen burnout by adding to chronic work overload.ConclusionsSurgeons reported high perceived impact of peer coaching on patient care and surgeon well-being, although changes in coachees’ technical and non-technical skills were not detected over three coaching sessions. While quantitative skill measurement warrants further study, longitudinal peer surgical coaching should be considered a meaningful strategy for surgeons’ professional development.

BackgroundWhile bedside assistants play a critical role in many robotic operations, substantial heterogeneity remains in bedside assistant training pathways. As such, this study aimed to develop consensus guidelines for bedside assistant skills required for team members in robotic operations.MethodsWe designed a study using the Delphi process to develop consensus guidelines around bedside assistant skills. We generated an initial list of bedside assistant skills from the literature, training materials, and expert input. We selected experts for the Delphi process based on prior scholarship in the area of robotic bedside assistant education and experience facilitating robotic bedside assistant training. For each item, respondents specified which robotic team members should have the skill from a list of “basic” bedside assistants, “advanced” bedside assistants, surgeons, surgical technologists, and circulating nurses. We conducted two rounds of the Delphi process and defined 80% agreement as sufficient for consensus.ResultsFourteen experts participated in two rounds of the Delphi process. By the end of the second round, the group had reached consensus on 253 of 305 items (83%). The group determined that “basic” bedside assistants should have 52 skills and that “advanced” bedside assistants should have 60 skills. The group also determined that surgeons should have 54 skills, surgical technologists should have 25 skills, and circulating nurses should have 17 skills. Experts agreed that all participants should have certain communication skills and basic knowledge of aspects of the robotic system.ConclusionsWe developed consensus guidelines on the skills required during robotic surgery by bedside assistants and other team members using the Delphi process. These findings can be used to design training around bedside assistant skills and assess team members to ensure that each team member has the appropriate skills. Hospitals can also use these guidelines to standardize expectations for robotic team members.

Workplaces in the oil and gas (O&G) industry have evolved to become part of the modern complex sociotechnical system that characterises onshore and offshore facilities today. The intense interactions between workers, systems, equipment and processes have made companies in this sector more productive. However, significant and complex risks have also emerged. Managing them requires a methodology capable of understanding and recognising how this entire sociotechnical system works. This research uses the FRAM to model the activities performed by drillers, from the perspective of their workplace, inside the drilling unit of an offshore oil rig—a complex sociotechnical system. The interviews, on-board observations and data gathering performed as part of this study provided information that was used to build a FRAM model capable of representing the real work done by drillers inside the doghouses on offshore oil rigs. Through this model, the variability of human behaviour could be analysed in the context of the different situations that may happen, enabling researchers to understand the specific demands of the work and the correlation between WAI and WAD that naturally emerges. This FRAM-based analysis acknowledges that human factors and non-technical skills are responsible for the productive and safe execution of the work in both normal and critical operations situations, and identifies the impact of this variability—positive or negative—in the execution of daily tasks. It shows that workers’ varied responses can properly deal with complex system demands both in normal situations and in emergencies.

BackgroundSurgical skills acquisition is under continuous development due to the emergence of new technologies, and there is a need for assessment tools to develop along with these. A range of neuroimaging modalities has been used to map the functional activation of brain networks while surgeons acquire novel surgical skills. These have been proposed as a method to provide a deeper understanding of surgical expertise and offer new possibilities for the personalized training of future surgeons. With studies differing in modalities, outcomes, and surgical skills there is a need for a systematic review of the evidence. This systematic review aims to summarize the current knowledge on the topic and evaluate the potential use of neuroimaging in surgical education.MethodsWe conducted a systematic review of neuroimaging studies that mapped functional brain activation while surgeons with different levels of expertise learned and performed technical and non-technical surgical tasks. We included all studies published before July 1st, 2023, in MEDLINE, EMBASE and WEB OF SCIENCE.Results38 task-based brain mapping studies were identified, consisting of randomized controlled trials, case–control studies, and observational cohort or cross-sectional studies. The studies employed a wide range of brain mapping modalities, including electroencephalography, functional magnetic resonance imaging, positron emission tomography, and functional near-infrared spectroscopy, activating brain areas involved in the execution and sensorimotor or cognitive control of surgical skills, especially the prefrontal cortex, supplementary motor area, and primary motor area, showing significant changes between novices and experts.ConclusionFunctional neuroimaging can reveal how task-related brain activity reflects technical and non-technical surgical skills. The existing body of work highlights the potential of neuroimaging to link task-related brain activity patterns with the individual level of competency or improvement in performance after training surgical skills. More research is needed to establish its validity and usefulness as an assessment tool.

Research on effective integration of technical and non-technical skills in surgery team training is sparse. In a previous study we found that surgical teachers predominantly coached on technical and hardly on non-technical skills during the Definitive Surgical and Anesthetic Trauma Care (DSATC) integrated acute trauma surgery team training. This study aims to investigate whether the priming of teachers could increase the amount of non-technical skills coaching during such a training. Coaching activities of 12 surgical teachers were recorded on audio and video. Six teachers were primed on non-technical skills coaching prior to the training. Six others received no priming and served as controls. Blind observers reviewed the recordings of 2 training scenario's and scored whether the observed behaviors were directed on technical or non-technical skills. We compared the frequency of the non-technical skills coaching between the primed and the non-primed teachers and analyzed for differences according to the trainees' level of experience. Surgical teachers coached trainees during the highly realistic DSATC integrated acute trauma surgery team training. Trainees performed damage control surgery in operating teams on anesthetized porcine models during 6 training scenario's. Twelve experienced surgical teachers participated in this study. Coaching on non-technical skills was limited to about 5%. The primed teachers did not coach more often on non-technical skills than the non-primed teachers. We found no differences in the frequency of non-technical skills coaching based on the trainees' level of experience. Priming experienced surgical teachers does not increase the coaching on non-technical skills. The current DSATC acute trauma surgery team training seems too complex for integrating training on technical and non-technical skills. Patient care, Practice based learning and improvement.

At the current stage of athletic development, technical training within long-term improvement system must incorporate clearly defined model characteristics of technical actions and physical fitness. Identifying biomechanical indicators and criteria of technical skills in highly qualified athletes enables the adjustment the training process by considering individual features of competitive performance. This approach facilitates the creation of effective technical training models. Objective: The objective is to improve the technical mastery of elite track and field athletes by establishing clear requirements for their technical fitness level and identifying the key components of technical skill. Material and methods: The data from more than 60 literature sources concerning the structural components of technical skills and the content of technical training of highly qualified track and field athletes at different stages of long-term training have been systematized. An expert survey of 36 coaches who have experience in working with highly qualified athletes was carried out; the documents of the training process planning as well as the diaries of athletes (n=244) were analyzed, and the optimal criteria of technical skill assessment were determined. Video recording and biomechanical analysis of the competitive exercise performance by long jumpers (n=15) and race walkers (n=36) at the stage of specialized basic training, as well as by long jumpers (n=8) and race walkers (n=31) at the stage of maximum realization of individual capabilities were carried out. Results. The basic provisions of improving the technical skills of highly qualified athletes in track and field competitive events are presented. The main structural components and criteria characterizing the technical mastery of athletes at the modern stage are highlighted. The basic biomechanical indices of the technique of motor actions and the level of special physical fitness of athletes at each stage of long-term improvement are established. The dynamics of the competitive practice volume and requirements for the selection of training means of technical orientation are determined. The analysis of scientific and methodical literature resulted in supplementing the data on biomechanical criteria of evaluating the technical skills of highly qualified track and field athletes. Conclusions. The effectiveness of training methods for highly qualified athletes is determined by the transformation of the technical potential accumulated at the previous stages of longterm training into the final competitive result. This can be achieved by determining a proper ratio of means and methods of different orientations, where the use of exercises aimed at improving the high level of technical fitness of track and field athletes will be the key one. Technical mastery as an integral criterion of the athlete's highest level of fitness allows to achieve maximum results in conditions of tough competition due to perfect mastery of the most rational motor structures of sports exercises.

Virtual reality simulation provides interesting opportunities to train nurses in a safe environment. While the virtual operating room has proven to be a useful training tool for technical skills, it has been less studied for non-technical skills. This study aimed to assess “Error recognition in a virtual operating room”, using a simulation scenario designed to improve situation awareness. Eighteen scrub-nurse students and 8 expert scrub-nurses took part in the experiment. They were immersed in a virtual operating room and reported any errors they observed. There were nineteen errors with various degrees of severity. Measures were retrieved from logs (number of errors, time for detection, movements) and from questionnaires (situation awareness, subjective workload, anxiety and user experience). The results showed that the participants who detected most errors had a higher level of situation awareness, detected high-risk errors faster and felt more immersed in the virtual operating room than those detecting fewer errors. They also felt the workload was lighter and experienced more satisfaction. Students explored the operating room more than experts did and detected more errors, especially those with moderate risk. Debriefings confirmed that virtual simulation is acceptable to trainees and motivates them. It also provides useful and original material for debriefings. •The VR scenario allows an assessment of situation awareness.•The VR scenario is a suitable tool for initial and in-service training.•VR technology is well accepted and motivates trainees.•VR simulator provides data for personalised debriefing (patterns of movements).

•Decontextualized simulation offers an innovative method for enhancing non technical skills (NTS) training in healthcare.•Harness the gaming environnement to encourage sustained attention, engagement, knowledge retention and feedback.•Integrate decontextualized simulation within educational programs and training to enhanced team performance.•Versatility and easy implementation make decontextualized simulation a valuable tool for perioperative quality and safety.

Purpose: To identify the technical skills which, linked to digitalization processes, are required to achieve different types of business results. Design/methodology/approach: The Delphi method was applied, through the opinions of a group of Spanish experts, to identify the importance of certain skills for the advancement of digitalization and the implementation of Industry 4.0. Findings: The results show that: 1) skills in Robotics, the Internet of Things, Networks and Artificial Intelligence are necessary to achieve results in the management of company technical areas; 2) commercial management needs skills in Intelligent Systems, Big Data, Cybersecurity, Distributed Technology and Contents; and 3) for the business challenges of sustainable development, the environment and energy efficiency, the most needed skills are in Big Data, Intelligent Systems and Artificial Intelligence.Originality/value: The results are useful, firstly, in providing firms with a training and selection tool for the development of I4.0 and, secondly, in offering training centers criteria for drawing up their training programs.