Evaluating how residents talk and what it means for surgical performance in the simulation lab

Abstract

Background: This paper explores a method for assessing intraoperative performance by modeling how surgeons integrate skills and knowledge through discourse.

Methods: Senior residents (N = 11) were recorded while performing a simulated laparoscopic ventral hernia (LVH) repair. Audio transcripts were coded for five discourse elements related to knowledge, skills, and operative independence. Epistemic network analysis was used to model the ordered integration of the five discourse elements.

Results: Participants with poorer hernia repair outcomes had stronger connections between the discourse elements operative planning and asking for information or advice (Operative planning), while participants with better hernia repair outcomes had stronger connections between the discourse elements giving assistant instructions and identifying errors (Operative management): (p = .006; Cohen's d = 2.79).

Conclusion: Participants with better hernia repair outcomes engaged in more operative management communication during the simulated procedure. This ability to integrate multiple operative steps and verbally communicate them significantly correlated with better operative outcomes.

Keywords: Assessment; Discourse analysis; Education; Epistemic network analysis; Simulation.