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How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients
PURPOSE: Breast enhanced recovery after surgery (ERAS) protocols emphasize multimodal analgesia to expedite home recovery, but variable implementation remains. This study examines how residents learn and use ERAS protocols, how they conceptualize pain management, and what influences breast surgery p...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9904524/ https://www.ncbi.nlm.nih.gov/pubmed/38013861 http://dx.doi.org/10.1007/s44186-022-00048-7 |
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author | Jogerst, Kristen Coe, Taylor M. Gupta, Nikita Pockaj, Barbara Fingeret, Abbey |
author_facet | Jogerst, Kristen Coe, Taylor M. Gupta, Nikita Pockaj, Barbara Fingeret, Abbey |
author_sort | Jogerst, Kristen |
collection | PubMed |
description | PURPOSE: Breast enhanced recovery after surgery (ERAS) protocols emphasize multimodal analgesia to expedite home recovery, but variable implementation remains. This study examines how residents learn and use ERAS protocols, how they conceptualize pain management, and what influences breast surgery patients’ same-day discharges. METHODS: Interviews were conducted with surgical residents following their breast surgery rotation using an interview guide adapted from existing pain management literature. Interviews were transcribed, de-identified, and independently inductively coded by two researchers. A codebook was developed and refined using the constant comparative method. Codes were grouped into categories and explored for thematic analysis. RESULTS: Twelve interviews were completed with plastic and general surgery residents. Ultimately, 365 primary codes were organized into 26 parent codes, with a Cohen’s kappa of 0.93. A total of six themes were identified. Three themes described how participants learn through a mixture of templated care, formal education, and informal experiential learning. Two themes delineated how residents would teach breast surgery ERAS: by emphasizing buy-in and connecting the impetus behind ERAS with daily workflow implementation. One theme illustrated how a patient-centered culture impacts postoperative management and same-day discharges. CONCLUSIONS: Residents describe learning breast surgery ERAS and postoperative pain management by imitating their seniors, observing patient encounters, completing templated orders, and translating concepts from other ERAS services more so than from formal lectures. When implementing breast ERAS protocols, it is important to consider how informal learning and local culture influence pain management and discharge practices. Ultimately, residents believe in ERAS and often request further educational tools to better connect the daily how-to of breast ERAS pathways with the why behind the enhanced recovery principles. |
format | Online Article Text |
id | pubmed-9904524 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-99045242023-02-08 How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients Jogerst, Kristen Coe, Taylor M. Gupta, Nikita Pockaj, Barbara Fingeret, Abbey Global Surg Educ Original Article PURPOSE: Breast enhanced recovery after surgery (ERAS) protocols emphasize multimodal analgesia to expedite home recovery, but variable implementation remains. This study examines how residents learn and use ERAS protocols, how they conceptualize pain management, and what influences breast surgery patients’ same-day discharges. METHODS: Interviews were conducted with surgical residents following their breast surgery rotation using an interview guide adapted from existing pain management literature. Interviews were transcribed, de-identified, and independently inductively coded by two researchers. A codebook was developed and refined using the constant comparative method. Codes were grouped into categories and explored for thematic analysis. RESULTS: Twelve interviews were completed with plastic and general surgery residents. Ultimately, 365 primary codes were organized into 26 parent codes, with a Cohen’s kappa of 0.93. A total of six themes were identified. Three themes described how participants learn through a mixture of templated care, formal education, and informal experiential learning. Two themes delineated how residents would teach breast surgery ERAS: by emphasizing buy-in and connecting the impetus behind ERAS with daily workflow implementation. One theme illustrated how a patient-centered culture impacts postoperative management and same-day discharges. CONCLUSIONS: Residents describe learning breast surgery ERAS and postoperative pain management by imitating their seniors, observing patient encounters, completing templated orders, and translating concepts from other ERAS services more so than from formal lectures. When implementing breast ERAS protocols, it is important to consider how informal learning and local culture influence pain management and discharge practices. Ultimately, residents believe in ERAS and often request further educational tools to better connect the daily how-to of breast ERAS pathways with the why behind the enhanced recovery principles. Springer US 2023-02-07 2023 /pmc/articles/PMC9904524/ /pubmed/38013861 http://dx.doi.org/10.1007/s44186-022-00048-7 Text en © The Author(s), under exclusive licence to Association for Surgical Education 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Original Article Jogerst, Kristen Coe, Taylor M. Gupta, Nikita Pockaj, Barbara Fingeret, Abbey How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients |
title | How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients |
title_full | How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients |
title_fullStr | How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients |
title_full_unstemmed | How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients |
title_short | How to teach ERAS protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients |
title_sort | how to teach eras protocols: surgical residents’ perspectives and perioperative practices for breast surgery patients |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9904524/ https://www.ncbi.nlm.nih.gov/pubmed/38013861 http://dx.doi.org/10.1007/s44186-022-00048-7 |
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