Surgical Coaching: A Timely Idea?

The role of a coach is to provide objective and constructive feedback on what he or she observes, helping the practitioner to recognize what is successful and what can be improved. Coaches do not judge or instruct; instead, they guide and facilitate. They act as collaborators and partners to assist in developing a better understanding of their own performance, and they help them to use their experience, knowledge, and abilities to provide the best care possible (Nursing Standard 2009;23:48-55). The focus should always be on the surgeon and not what the coach would do in a similar situation.

Coaching can be valuable for surgeons at all stages of their career (J. Am. Coll. Surg. 2012;214:115-24). It is easy to imagine the role of a coach in smoothing the increasingly jarring transition from training to independent practice. But experience in other areas suggests that established practitioners can also benefit.

As one develops expertise, actions become more automated and more experienced practitioners spend less time examining their approaches and actions (Fitts, P.M.; Posner, M.I.; Human Performance. Brooks/Cole Publishing Co.: Belmont, Calif., 1967; Work 2006;26:93-6). A coach can serve as a catalyst to jump-start introspection and further practice improvement.

The Importance of Adult Learning Theory

Until recently, medical education has not encompassed the proven principles by which adults learn. In 2007, Boonyasai and colleagues developed a list of adult learning principles based on major educational theories that could be applied in medicine (JAMA 2007;298:1023-37):

• Enabling adult learners to be active participants.
• Providing content relating to the learner’s current experiences.
• Assessing learners’ needs and tailoring teaching to their past experience.
• Allowing learners to identify and pursue their own learning goals.
• Allowing learners to practice their learning.
• Supporting learners during self-directed learning.
• Providing feedback to learners.
• Facilitating learner self-reflection.
• Role-modeling behaviors.

A coaching program would almost by definition include at least the first eight principles, so this list is likely to be an effective approach for improving performance.

What Makes a Good Coach?

The best athletic coaches were not always the standout athletes. They did, however, almost always participate in the sport they coach at a very high level. This is because the characteristics of a good athletic coach to do not necessarily parallel the characteristics of a good athlete, but an intimate knowledge of the skill set is critical.

Similarly, the most experienced and skilled surgeons will not necessarily make the best coaches, but a surgical coach by definition must be a surgeon. A surgical coach must develop an easy rapport and a trusting relationship with each surgeon. The coach must be empathetic and tactful, but also flexible – able to ask probing questions and make constructive comments (Consult. Psychol. J. Pract. Res.;2001;53:240-50). The best surgical coaches are likely to be experienced, thoughtful, inquisitive, nonjudgmental, and well respected by their colleagues.

The coach described by Atul Gawande in "Personal Best," his article on surgical coaching, embodied all of those qualities and excelled as a surgical coach (Gawande A. Personal Best. Top Athletes and Singers Have Coaches. Should You? New Yorker Oct. 3, 2011). When we questioned him about his deftness in this new role, he credited the light hand (socially) that he developed from years of intraoperative consults.

Coaches need time and flexibility in their schedule. For this reason, surgeons who are nearing retirement or who are newly retired may be good candidates to serve as coaches. Many of these surgeons are likely to have the experience and respect required for surgical coaching. The key is to ensure that they also have the flexibility, openness, and lack of judgment.

Another potential pool of coaches may be surgeons interested in a more flexible lifestyle for personal reasons, such as childrearing or caregiving for an ill or elderly family member. Surgical coaching can provide a way to remain engaged in surgery and continue to contribute to the field without the same demands as a busy surgical practice.

Some Basic Principles

Jim Knight has developed a paradigm that he terms "partnership learning" to coach teachers (Knight, J. Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin Press: Thousand Oaks, Calif., 2007). He contrasts this with the "dominator approach" upon which most traditional professional development is based – for example, the situation in which a person gives a PowerPoint presentation to convey an "expert opinion" to a roomful of people. Sound familiar?

Instead, Mr. Knight advocates the use of core principles that will foster a partnership, the cornerstone of coaching (Knight, J. Partnership Learning. University of Kansas Center for Research on Learning: Lawrence, Kan., 2002). Here are some ways they could apply to surgical coaching:

1. Equality – The opinions and approaches of the surgeon and the surgical coach are equally valuable.
2. Choice – At a minimum, the surgeon should be allowed to choose the specific case and setting for each coaching session.
3. Voice and dialogue – The surgeon should feel free to speak openly. Coaches should listen more than they talk. The coach should not control or dominate the interaction, but rather engage in a dialogue.
4. Reflection – "Reflection on action" after an operation is likely to be more effective than "reflection in action" in the operating room so that the surgeon can concentrate fully on dissecting his or her own performance. In addition, coaching sessions can take place in a private, confidential setting away from patients and other providers. The use of video as a "thinking device" to prompt open dialogue holds significant promise.
5. Praxis – Surgeons should be encouraged to explicitly think about how they will apply insights from the coaching session to their clinical practice.

Three other points deserve mention. Confidentiality and trust are critical, especially as surgeons acclimate to the idea of working with a coach. Additionally, the coaching style should be individualized and adapted to each surgeon throughout a coaching session. Such adaptability is an important characteristic of a successful coach. Finally, coaches should not have administrative oversight for the surgeon they are coaching. This is to ensure that the content of coaching sessions remain focused on performance improvement and not on performance evaluations or career development.

Will It Work?

There are very little empirical data on coaching in any discipline. What does exist tends to be exploratory and qualitative. However, Cornett and Knight describe several randomized trials, and a review in the field of education suggests that coaching will be successful (Cornett, J.; Knight, J. Research on Coaching:Approaches and Perspectives, 2009;192-216).

Researchers found that only 10% of teachers used a new skill in the classroom when they were provided with a verbal description. After modeling, practice, and feedback were added, the rate of adoption increased to 19%. It was only with the addition of peer coaching that an astounding 95% of teachers utilized the new skill. (Bush, R. N. Effective Staff Development in Making Our Schools More Effective: Proceedings of Three State Conferences. Far West Laboratories: San Francisco, 1984).

Other studies demonstrated that coaching increased skill transfer from 15% to 75%, compared with traditional approaches to professional development. Even more striking was the fact that these skills were still being used 6 months later. If we are even half as successful with coaching in surgery, results will be orders of magnitude better than any previous attempts at intraoperative performance improvement.

How Do We Move Forward?

The American College of Surgeons Division of Education – with its dedication to improving quality, safety, and education – is in a particularly strong position to develop surgical coaching and is exploring potential programs with us in Wisconsin and with others. Other surgical societies, including local and regional organizations, offer another opportunity to develop coaching programs. The state chapters of the American Academy of Pediatrics instituted a quality improvement initiative that included team coaching, and found several advantages to this approach over a national one (J. Contin. Educ. Health Profess. 2008;28:131-9).

Trust in, familiarity with, and participation in local/regional societies or state chapters is likely to increase acceptance and participation by practicing surgeons. The infrastructure of a regional society allows for participation across all practice settings – not just in large hospitals where a coach may be locally available – yet it is small enough to afford some level of familiarity, trust, and respect for the coach.

This type of cross-institutional collaboration may seem counterintuitive in light of the traditional competitive relationships of neighboring institutions; however, the success of programs such as the Surgical Care and Outcomes Assessment Program (SCOAP) in Washington State and the Michigan Surgical Collaboratives (MSQC and MSBC) suggests that as a discipline we are ready to work together to improve the quality and safety of surgical care.

Given the current paucity of data, we must continue to study any new programs or interventions, but surgical coaching seems like an idea whose time has come.

Acknowledgments

I would like to thank Atul Gawande, Yue-Yung Hu, Robert Osteen, and Michael Zinner for conversations and research that helped me formulate these ideas.☐

Dr. Greenberg is an associate professor of surgery, and director of the Wisconsin Surgical Outcomes Research Program at the University of Wisconsin, Madison.

The role of a coach is to provide objective and constructive feedback on what he or she observes, helping the practitioner to recognize what is successful and what can be improved. Coaches do not judge or instruct; instead, they guide and facilitate. They act as collaborators and partners to assist in developing a better understanding of their own performance, and they help them to use their experience, knowledge, and abilities to provide the best care possible (Nursing Standard 2009;23:48-55). The focus should always be on the surgeon and not what the coach would do in a similar situation.

Coaching can be valuable for surgeons at all stages of their career (J. Am. Coll. Surg. 2012;214:115-24). It is easy to imagine the role of a coach in smoothing the increasingly jarring transition from training to independent practice. But experience in other areas suggests that established practitioners can also benefit.

As one develops expertise, actions become more automated and more experienced practitioners spend less time examining their approaches and actions (Fitts, P.M.; Posner, M.I.; Human Performance. Brooks/Cole Publishing Co.: Belmont, Calif., 1967; Work 2006;26:93-6). A coach can serve as a catalyst to jump-start introspection and further practice improvement.

The Importance of Adult Learning Theory

Until recently, medical education has not encompassed the proven principles by which adults learn. In 2007, Boonyasai and colleagues developed a list of adult learning principles based on major educational theories that could be applied in medicine (JAMA 2007;298:1023-37):

• Enabling adult learners to be active participants.
• Providing content relating to the learner’s current experiences.
• Assessing learners’ needs and tailoring teaching to their past experience.
• Allowing learners to identify and pursue their own learning goals.
• Allowing learners to practice their learning.
• Supporting learners during self-directed learning.
• Providing feedback to learners.
• Facilitating learner self-reflection.
• Role-modeling behaviors.

A coaching program would almost by definition include at least the first eight principles, so this list is likely to be an effective approach for improving performance.

What Makes a Good Coach?

The best athletic coaches were not always the standout athletes. They did, however, almost always participate in the sport they coach at a very high level. This is because the characteristics of a good athletic coach to do not necessarily parallel the characteristics of a good athlete, but an intimate knowledge of the skill set is critical.

Similarly, the most experienced and skilled surgeons will not necessarily make the best coaches, but a surgical coach by definition must be a surgeon. A surgical coach must develop an easy rapport and a trusting relationship with each surgeon. The coach must be empathetic and tactful, but also flexible – able to ask probing questions and make constructive comments (Consult. Psychol. J. Pract. Res.;2001;53:240-50). The best surgical coaches are likely to be experienced, thoughtful, inquisitive, nonjudgmental, and well respected by their colleagues.

The coach described by Atul Gawande in "Personal Best," his article on surgical coaching, embodied all of those qualities and excelled as a surgical coach (Gawande A. Personal Best. Top Athletes and Singers Have Coaches. Should You? New Yorker Oct. 3, 2011). When we questioned him about his deftness in this new role, he credited the light hand (socially) that he developed from years of intraoperative consults.

Coaches need time and flexibility in their schedule. For this reason, surgeons who are nearing retirement or who are newly retired may be good candidates to serve as coaches. Many of these surgeons are likely to have the experience and respect required for surgical coaching. The key is to ensure that they also have the flexibility, openness, and lack of judgment.

Another potential pool of coaches may be surgeons interested in a more flexible lifestyle for personal reasons, such as childrearing or caregiving for an ill or elderly family member. Surgical coaching can provide a way to remain engaged in surgery and continue to contribute to the field without the same demands as a busy surgical practice.

Some Basic Principles

Jim Knight has developed a paradigm that he terms "partnership learning" to coach teachers (Knight, J. Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin Press: Thousand Oaks, Calif., 2007). He contrasts this with the "dominator approach" upon which most traditional professional development is based – for example, the situation in which a person gives a PowerPoint presentation to convey an "expert opinion" to a roomful of people. Sound familiar?

Instead, Mr. Knight advocates the use of core principles that will foster a partnership, the cornerstone of coaching (Knight, J. Partnership Learning. University of Kansas Center for Research on Learning: Lawrence, Kan., 2002). Here are some ways they could apply to surgical coaching:

1. Equality – The opinions and approaches of the surgeon and the surgical coach are equally valuable.
2. Choice – At a minimum, the surgeon should be allowed to choose the specific case and setting for each coaching session.
3. Voice and dialogue – The surgeon should feel free to speak openly. Coaches should listen more than they talk. The coach should not control or dominate the interaction, but rather engage in a dialogue.
4. Reflection – "Reflection on action" after an operation is likely to be more effective than "reflection in action" in the operating room so that the surgeon can concentrate fully on dissecting his or her own performance. In addition, coaching sessions can take place in a private, confidential setting away from patients and other providers. The use of video as a "thinking device" to prompt open dialogue holds significant promise.
5. Praxis – Surgeons should be encouraged to explicitly think about how they will apply insights from the coaching session to their clinical practice.

Three other points deserve mention. Confidentiality and trust are critical, especially as surgeons acclimate to the idea of working with a coach. Additionally, the coaching style should be individualized and adapted to each surgeon throughout a coaching session. Such adaptability is an important characteristic of a successful coach. Finally, coaches should not have administrative oversight for the surgeon they are coaching. This is to ensure that the content of coaching sessions remain focused on performance improvement and not on performance evaluations or career development.

Will It Work?

There are very little empirical data on coaching in any discipline. What does exist tends to be exploratory and qualitative. However, Cornett and Knight describe several randomized trials, and a review in the field of education suggests that coaching will be successful (Cornett, J.; Knight, J. Research on Coaching:Approaches and Perspectives, 2009;192-216).

Researchers found that only 10% of teachers used a new skill in the classroom when they were provided with a verbal description. After modeling, practice, and feedback were added, the rate of adoption increased to 19%. It was only with the addition of peer coaching that an astounding 95% of teachers utilized the new skill. (Bush, R. N. Effective Staff Development in Making Our Schools More Effective: Proceedings of Three State Conferences. Far West Laboratories: San Francisco, 1984).

Other studies demonstrated that coaching increased skill transfer from 15% to 75%, compared with traditional approaches to professional development. Even more striking was the fact that these skills were still being used 6 months later. If we are even half as successful with coaching in surgery, results will be orders of magnitude better than any previous attempts at intraoperative performance improvement.

How Do We Move Forward?

The American College of Surgeons Division of Education – with its dedication to improving quality, safety, and education – is in a particularly strong position to develop surgical coaching and is exploring potential programs with us in Wisconsin and with others. Other surgical societies, including local and regional organizations, offer another opportunity to develop coaching programs. The state chapters of the American Academy of Pediatrics instituted a quality improvement initiative that included team coaching, and found several advantages to this approach over a national one (J. Contin. Educ. Health Profess. 2008;28:131-9).

Trust in, familiarity with, and participation in local/regional societies or state chapters is likely to increase acceptance and participation by practicing surgeons. The infrastructure of a regional society allows for participation across all practice settings – not just in large hospitals where a coach may be locally available – yet it is small enough to afford some level of familiarity, trust, and respect for the coach.

This type of cross-institutional collaboration may seem counterintuitive in light of the traditional competitive relationships of neighboring institutions; however, the success of programs such as the Surgical Care and Outcomes Assessment Program (SCOAP) in Washington State and the Michigan Surgical Collaboratives (MSQC and MSBC) suggests that as a discipline we are ready to work together to improve the quality and safety of surgical care.

Given the current paucity of data, we must continue to study any new programs or interventions, but surgical coaching seems like an idea whose time has come.

Acknowledgments

I would like to thank Atul Gawande, Yue-Yung Hu, Robert Osteen, and Michael Zinner for conversations and research that helped me formulate these ideas.☐

Dr. Greenberg is an associate professor of surgery, and director of the Wisconsin Surgical Outcomes Research Program at the University of Wisconsin, Madison.

The role of a coach is to provide objective and constructive feedback on what he or she observes, helping the practitioner to recognize what is successful and what can be improved. Coaches do not judge or instruct; instead, they guide and facilitate. They act as collaborators and partners to assist in developing a better understanding of their own performance, and they help them to use their experience, knowledge, and abilities to provide the best care possible (Nursing Standard 2009;23:48-55). The focus should always be on the surgeon and not what the coach would do in a similar situation.

Coaching can be valuable for surgeons at all stages of their career (J. Am. Coll. Surg. 2012;214:115-24). It is easy to imagine the role of a coach in smoothing the increasingly jarring transition from training to independent practice. But experience in other areas suggests that established practitioners can also benefit.

As one develops expertise, actions become more automated and more experienced practitioners spend less time examining their approaches and actions (Fitts, P.M.; Posner, M.I.; Human Performance. Brooks/Cole Publishing Co.: Belmont, Calif., 1967; Work 2006;26:93-6). A coach can serve as a catalyst to jump-start introspection and further practice improvement.

The Importance of Adult Learning Theory

Until recently, medical education has not encompassed the proven principles by which adults learn. In 2007, Boonyasai and colleagues developed a list of adult learning principles based on major educational theories that could be applied in medicine (JAMA 2007;298:1023-37):

• Enabling adult learners to be active participants.
• Providing content relating to the learner’s current experiences.
• Assessing learners’ needs and tailoring teaching to their past experience.
• Allowing learners to identify and pursue their own learning goals.
• Allowing learners to practice their learning.
• Supporting learners during self-directed learning.
• Providing feedback to learners.
• Facilitating learner self-reflection.
• Role-modeling behaviors.

A coaching program would almost by definition include at least the first eight principles, so this list is likely to be an effective approach for improving performance.

What Makes a Good Coach?

The best athletic coaches were not always the standout athletes. They did, however, almost always participate in the sport they coach at a very high level. This is because the characteristics of a good athletic coach to do not necessarily parallel the characteristics of a good athlete, but an intimate knowledge of the skill set is critical.

Similarly, the most experienced and skilled surgeons will not necessarily make the best coaches, but a surgical coach by definition must be a surgeon. A surgical coach must develop an easy rapport and a trusting relationship with each surgeon. The coach must be empathetic and tactful, but also flexible – able to ask probing questions and make constructive comments (Consult. Psychol. J. Pract. Res.;2001;53:240-50). The best surgical coaches are likely to be experienced, thoughtful, inquisitive, nonjudgmental, and well respected by their colleagues.

The coach described by Atul Gawande in "Personal Best," his article on surgical coaching, embodied all of those qualities and excelled as a surgical coach (Gawande A. Personal Best. Top Athletes and Singers Have Coaches. Should You? New Yorker Oct. 3, 2011). When we questioned him about his deftness in this new role, he credited the light hand (socially) that he developed from years of intraoperative consults.

Coaches need time and flexibility in their schedule. For this reason, surgeons who are nearing retirement or who are newly retired may be good candidates to serve as coaches. Many of these surgeons are likely to have the experience and respect required for surgical coaching. The key is to ensure that they also have the flexibility, openness, and lack of judgment.

Another potential pool of coaches may be surgeons interested in a more flexible lifestyle for personal reasons, such as childrearing or caregiving for an ill or elderly family member. Surgical coaching can provide a way to remain engaged in surgery and continue to contribute to the field without the same demands as a busy surgical practice.

Some Basic Principles

Jim Knight has developed a paradigm that he terms "partnership learning" to coach teachers (Knight, J. Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin Press: Thousand Oaks, Calif., 2007). He contrasts this with the "dominator approach" upon which most traditional professional development is based – for example, the situation in which a person gives a PowerPoint presentation to convey an "expert opinion" to a roomful of people. Sound familiar?

Instead, Mr. Knight advocates the use of core principles that will foster a partnership, the cornerstone of coaching (Knight, J. Partnership Learning. University of Kansas Center for Research on Learning: Lawrence, Kan., 2002). Here are some ways they could apply to surgical coaching:

1. Equality – The opinions and approaches of the surgeon and the surgical coach are equally valuable.
2. Choice – At a minimum, the surgeon should be allowed to choose the specific case and setting for each coaching session.
3. Voice and dialogue – The surgeon should feel free to speak openly. Coaches should listen more than they talk. The coach should not control or dominate the interaction, but rather engage in a dialogue.
4. Reflection – "Reflection on action" after an operation is likely to be more effective than "reflection in action" in the operating room so that the surgeon can concentrate fully on dissecting his or her own performance. In addition, coaching sessions can take place in a private, confidential setting away from patients and other providers. The use of video as a "thinking device" to prompt open dialogue holds significant promise.
5. Praxis – Surgeons should be encouraged to explicitly think about how they will apply insights from the coaching session to their clinical practice.

Three other points deserve mention. Confidentiality and trust are critical, especially as surgeons acclimate to the idea of working with a coach. Additionally, the coaching style should be individualized and adapted to each surgeon throughout a coaching session. Such adaptability is an important characteristic of a successful coach. Finally, coaches should not have administrative oversight for the surgeon they are coaching. This is to ensure that the content of coaching sessions remain focused on performance improvement and not on performance evaluations or career development.

Will It Work?

There are very little empirical data on coaching in any discipline. What does exist tends to be exploratory and qualitative. However, Cornett and Knight describe several randomized trials, and a review in the field of education suggests that coaching will be successful (Cornett, J.; Knight, J. Research on Coaching:Approaches and Perspectives, 2009;192-216).

Researchers found that only 10% of teachers used a new skill in the classroom when they were provided with a verbal description. After modeling, practice, and feedback were added, the rate of adoption increased to 19%. It was only with the addition of peer coaching that an astounding 95% of teachers utilized the new skill. (Bush, R. N. Effective Staff Development in Making Our Schools More Effective: Proceedings of Three State Conferences. Far West Laboratories: San Francisco, 1984).

Other studies demonstrated that coaching increased skill transfer from 15% to 75%, compared with traditional approaches to professional development. Even more striking was the fact that these skills were still being used 6 months later. If we are even half as successful with coaching in surgery, results will be orders of magnitude better than any previous attempts at intraoperative performance improvement.

How Do We Move Forward?

The American College of Surgeons Division of Education – with its dedication to improving quality, safety, and education – is in a particularly strong position to develop surgical coaching and is exploring potential programs with us in Wisconsin and with others. Other surgical societies, including local and regional organizations, offer another opportunity to develop coaching programs. The state chapters of the American Academy of Pediatrics instituted a quality improvement initiative that included team coaching, and found several advantages to this approach over a national one (J. Contin. Educ. Health Profess. 2008;28:131-9).

Trust in, familiarity with, and participation in local/regional societies or state chapters is likely to increase acceptance and participation by practicing surgeons. The infrastructure of a regional society allows for participation across all practice settings – not just in large hospitals where a coach may be locally available – yet it is small enough to afford some level of familiarity, trust, and respect for the coach.

This type of cross-institutional collaboration may seem counterintuitive in light of the traditional competitive relationships of neighboring institutions; however, the success of programs such as the Surgical Care and Outcomes Assessment Program (SCOAP) in Washington State and the Michigan Surgical Collaboratives (MSQC and MSBC) suggests that as a discipline we are ready to work together to improve the quality and safety of surgical care.

Given the current paucity of data, we must continue to study any new programs or interventions, but surgical coaching seems like an idea whose time has come.

Acknowledgments

I would like to thank Atul Gawande, Yue-Yung Hu, Robert Osteen, and Michael Zinner for conversations and research that helped me formulate these ideas.☐

Dr. Greenberg is an associate professor of surgery, and director of the Wisconsin Surgical Outcomes Research Program at the University of Wisconsin, Madison.