Gas, Becca L.

There is a growing awareness of the physical demands of performing surgery and the need for ergonomic education and training, extending beyond the primary surgeon to other members of the surgical team who are also at risk for musculoskeletal injury. In this study, nine Surgical First Assistants received knowledge-based ergonomic education before their body postures were evaluated using inertial measurement units in an anatomy training lab setting and again in the operating room (OR). Five of those trainees comprised the intervention group, receiving a personalized report detailing their level of ergonomic risk, while the other four did not receive this individual feedback. The intervention group significantly improved their neck and left arm posture during the anatomy lab training with carryover into the OR, indicating some retention of ergonomic concepts, while the control group did not. The integration of wearable technology and individualized feedback into traditional educational settings helped trainees learn about their own behaviors and practice strategies for reducing risks in the OR with greater retention compared to knowledge-based education alone.

Purpose To evaluate the validity of scores from three instruments measuring achievement goal motivation-related constructs: a shortened version of Dweck’s Implicit Theories of Intelligence Scale (ITIS-S), measuring incremental and entity mindsets; Elliot’s Achievement Goal Questionnaire–Revised (AGQ-R), measuring mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance achievement goals; and Midgley’s Patterns of Adaptive Learning Scales (PALS), measuring mastery, performance-approach, and performance-avoidance achievement goals. Method High school students participating in a medical simulation training activity in May 2017 completed each instrument. The authors evaluated internal structure using reliability and factor analysis and relations with other variables using the multitrait–multimethod matrix. Results There were 178 participants. Internal consistency reliability (Cronbach alpha) was > 0.70 for all subscores. Confirmatory factor analysis of ITIS-S scores demonstrated good model fit. Confirmatory factor analysis of AGQ-R scores demonstrated borderline fit; exploratory factor analysis suggested a three-domain model (approach, mastery-avoidance, performance-avoidance). Confirmatory factor analysis of PALS scores also demonstrated borderline fit; exploratory factor analyses suggested consistent distinction between mastery and performance goals but inconsistent distinction between performance-approach and performance-avoidance goals. Correlations among AGQ-R and PALS scores were large for mastery ( r = 0.72) and moderate for performance (≥ 0.45) domains; correlations among incremental and mastery scores were moderate (≥ 0.34). Contrary to expectations, correlations between entity and performance scores were negligible. Correlations between conceptually unrelated domains were small or negligible. Conclusions All instrument scores had good internal consistency and generally appropriate relations with other variables, but empirically determined domain structures did not consistently match theory.

Purpose To determine whether “chronometric pressure” (i.e., a verbal prompt to increase speed) could predictably alter medical learners’ speed–accuracy trade-off during a simulated surgical task, thus modifying the challenge. Method The authors performed a single-task, interrupted time-series study, enrolling surgery residents and medical students from two institutions in September and October 2015. Participants completed 10 repetitions of a simulated blood vessel ligation (placement of two ligatures 1 cm apart). Between repetitions 5 and 6, participants were verbally encouraged to complete the next repetition 20% faster than the previous one. Outcomes included time and accuracy (ligature tightness, placement distance). Data were analyzed using random-coefficients spline models. Results The authors analyzed data from 78 participants (25 medical students, 16 first-year residents, 37 senior [second-year or higher] residents). Overall, time decreased from the 1st (mean [standard deviation] 39.8 seconds [18.4]) to the 10th (29.6 [12.5]) repetition. The spline model showed a decrease in time between repetitions 5 and 6 of 8.6 seconds (95% confidence interval: −11.1, −6.1). The faster time corresponded with declines in ligature tightness (unadjusted difference −19%; decrease in odds 0.86 [0.76, 0.98]) and placement accuracy (unadjusted difference −5%; decrease in odds 0.86 [0.75, 0.99]). Significant differences in the speed–accuracy trade-off were seen by training level, with senior residents demonstrating the greatest decline in accuracy as speed increased. Conclusions Chronometric pressure influenced the speed–accuracy trade-off and modified the challenge level in a simulated surgical task. It may help unmask correctable deficiencies or false plateaus in learners’ skill development.

Objective Measurement of motivation and cognitive load has potential value in health professions education. Our objective was to evaluate the validity of scores from Dweck's Implicit Theories of Intelligence Scale ( ITIS ), Elliot's Achievement Goal Questionnaire‐Revised ( AGQ ‐R) and Leppink's cognitive load index ( CLI ). Methods This was a validity study evaluating internal structure using reliability and factor analysis, and relationships with other variables using the multitrait‐multimethod matrix. Two hundred and thirty‐two secondary school students participated in a medical simulation‐based training activity at an academic medical center. Pre‐activity ITIS (implicit theory [mindset] domains: incremental, entity) and AGQ ‐R (achievement goal domains: mastery‐approach, mastery‐avoidance, performance‐approach, performance‐avoidance), post‐activity CLI (cognitive load domains: intrinsic, extrinsic, germane) and task persistence (self‐directed repetitions on a laparoscopic surgery task) were measured. Results Internal consistency reliability (Cronbach's alpha) was > 0.70 for all domain scores except AGQ ‐R performance‐avoidance (alpha 0.68) and CLI extrinsic load (alpha 0.64). Confirmatory factor analysis of ITIS and CLI scores demonstrated acceptable model fit. Confirmatory factor analysis of AGQ ‐R scores demonstrated borderline fit, and exploratory factor analysis suggested a three‐domain model for achievement goals (mastery‐approach, performance and avoidance). Correlations among scores from conceptually‐related domains generally aligned with expectations, as follows: ITIS incremental and entity, r = −0.52; AGQ ‐R mastery‐avoidance and performance‐avoidance, r = 0.71; mastery‐approach and performance‐approach, r = 0.55; performance‐approach and performance‐avoidance, r = 0.43; mastery‐approach and mastery‐avoidance, r = 0.36; CLI germane and extrinsic, r = −0.35; ITIS incremental and AGQ ‐R mastery‐approach, r = 0.34; ITIS incremental and CLI germane, r = 0.44; AGQ ‐R mastery‐approach and CLI germane, r = 0.48 (all p < 0.001). We found no correlation between the number of task repetitions (i.e. persistence) and mastery‐approach scores, r = −0.01. Conclusions ITIS and CLI scores had appropriate internal structures and relationships with other variables. AGQ ‐R scores fit a three‐factor (not four‐factor) model that collapsed avoidance into one domain, although relationships of other variables with the original four domain scores generally aligned with expectations. Mastery goals are positively correlated with germane cognitive load.

Abstract Purpose: Data on laparoscopic totally extraperitoneal inguinal hernia repairs (TEP-IHRs) suggest that approximately 250 operations are needed to gain mastery, but the annual volume required to maintain high-quality outcomes is unknown. Materials and Methods: A retrospective review was performed of every patient undergoing a TEP-IHR at the Mayo Clinic (Rochester, MN) from 1995 to 2011. Analysis focused on the annual volume of 21 staff surgeons and their specific patient outcomes broken up into three groups: Group 1 (G1) ( n = 1 surgeon) performed >30 repairs per year; Group 2 (G2) ( n = 3 surgeons), 15–30 repairs; and Group 3 (G3) ( n = 17), <15 repairs. Results: In total, 1601 patients underwent 2410 TEP-IHRs, with no significant patient demographic differences among groups. Greater annual surgeon volume (G1 > G2 > G3) was associated with improved outcomes as shown by the respective rates for intra- (1%, 2.6%, and 5.6%) and postoperative (13%, 27%, and 36%) complications, need for overnight stay (17%, 23%, and 29%), and hernia recurrence (1%, 4%, and 4.3%) (all P < .05). Surgeons with greater annual operative volumes were more likely to operate on patients with bilateral and recurrent hernias. Surgeons performing at least 15 repairs per year (G1 and G2) showed improvements in quality metrics over time. Conclusions: Annual operative volumes of >30 repairs per year are associated with the highest quality outcomes for TEP-IHR. Operative volumes of at least 15 repairs per year are associated with improvements in quality metrics over time. Mentorship and operative assistance of low-volume TEP-IHR surgeons may be useful in improving patient outcomes.

Surgical trainees undergo demanding training to achieve high surgical task proficiency. Abounding clinical and educational responsibilities mandate efficient and effective training. This research measured resident workload during laparoscopic skills training to identify excessive workload and how workload impacted task performance. Twenty-eight surgical trainees performed a standardized surgical training task and completed a workload questionnaire while observers measured physiological stress, posture risk assessment, and task performance. Participants self-reported mental demands, physical demands, temporal demands, performance, effort, and frustration. Effort (12±4) and frustration (12±5) were the highest subscales while physical demand (8±4) was the lowest. All participants were observed performing the task in at-risk postures, with 21% exhibiting risk levels requiring immediate intervention. Physical demand was associated with posture risk assessment scores (p<0.05). Mental demand was positively (R 2 =0.20, p<0.05) and frustration was negatively (R 2 =0.18, p<0.05) associated with skin conductance range. A point increase in physical demand was associated with a six second increase in performance time (β=6.0, p=0.01). These results support the fact that human factors and ergonomic tools can be used to relate surgical skills performance with workload, stress, and posture risks.