525Minimally invasive esophagectomy (MIE)
program, 360
Minimally invasive surgery (MIS), 53, 55–64,
79, 81–88, 392
global rating scales
C-SATS, 83–86
epistemic network analysis, 86–88
GEARS, 83
GOALS, 81–82
OSATS, 79
idle time, 78–79
laparoscopic training and assessment
platforms
BLUS, 59–60
MISTELS/FLS, 55–59
simulation, 60–64
motion tracking sensors, 74–75
validation and training, 54–55
Vinci application programming interface,
73–74
MIS. See Minimally invasive surgery (MIS)
Misconduct, 268, 293
MISTELS/FLS, 55
MIST-VR, 61
MLabs box trainer, 66
Motion tracking sensors, 75
Motor skills acquisition, 94
Fitts-Posner three-stage theory of, 95
Multi-rater leadership development
experiences, 369
Multi-rater physician leadership coaching, 368
Musculoskeletal injuries, among surgeons,
388–391
Musculoskeletal pain
consequences of surgeon, 391–392
prevalence and location of, 388
N
National Labor Relations Act (NLRA), 289
National Labor Relations Board (NLRB), 289
National malpractice claims, 94
National patient safety concerns, 94
National Provider Identifier (NPI), 509
National Quality Improvement Program
(NSQIP), 173
National Resident Matching Program
(NRMP), 253
Near-peer relationship, 121
Needs assessment, 17
conduct a quality, 16
general, curriculum development, 22
learner, methods for performing, 23
targeted, curriculum development, 23
urologic surgical residency, 17
ways to conduct, 16
well-developed, 16
Nephrectomy, 458
New science of medicine and management,
342, 343
Non US training programs, resident duty hours
in, 169
Nonreflective learner, residents, 287–288
Nontechnical skills, operating room, 156
Nontechnical teaching skills development, 133O
Objective standardized clinical exams
(OSCEs), 379, 381
Objective structured assessment of technical
skill (OSATS), 79–81, 96–99
Occupational Safety and Health
Administration (OSHA), 167
Open surgery, 392, 400
bladder, suprapubic tube placement, 441–443
vas deferens, vasovasostomy, 444
Operating room, 137–140, 144–148, 150–152
effective feedback, 145
learning environment, 148–150
assessment to set, 150–152
learning model, 152–155
model for teaching and assessment in, 153
nontechnical skills, 156–157
operative competency improvement,
143–144
entrustability, 147–148
feedback, 144–147
operative performance assessment,
140–143
teaching in
case for, 138–139
historical context, 137–138
purpose of, 140
Operating room, prevention of injury in, 0,
395, 397, 400–404
intraoperative breaks, 404
operating room setup, 397
ergonomic challenges and benefits of
visualization adjuncts, 403–404
foot pedal placement, 402
monitor placement, 397
table height adjustment, 400–402
surgeon posture, 395
correct seated body alignment, 396
postural resets, 397
proper standing posture, 396
surgical warm-up, 404Index