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Purpose <p><?tk 4?>Considering traditionally poor uptake of video review to support operative skill acquisition, we studied surgical trainees’ perspectives during implementation of the BlackBox Explorer (BBX) video-based teaching and assessment system.</p> Methods <p><?tk 4?>This interview study included residents and fellows completing their surgical rotations at a Community Hospital affiliated with the University of Toronto. We used a team-based approach to complete a reflexive thematic analysis.</p> Results <p><?tk 4?>Analysis of 11 interviews (<i>N</i> = 10 residents and <i>N</i> = 1 fellow) generated three themes: (i) Technology is merely a tool, and tools need to work well, (ii) Routinizing a new technology into clinical practice, and (iii) Motivating a new learning practice. Implementation challenges did not dissuade some participants from valuing the BBX.</p> Conclusions <p><?tk 4?>We found that a relatively passive ‘implementation by diffusion’ strategy does not lead to uptake in a busy surgical training environment. No matter the potential benefits of any video-based teaching and assessment system, siloed implementation likely breeds inconsistent utilization.</p>

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From potential to practice: challenges implementing video review technology in the operating room

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月13日

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  • Aradhana Tewari,
  • Ryan Brydges,
  • Quoc H. P. Huynh,
  • Marisa Louridas

摘要

Purpose

Considering traditionally poor uptake of video review to support operative skill acquisition, we studied surgical trainees’ perspectives during implementation of the BlackBox Explorer (BBX) video-based teaching and assessment system.

Methods

This interview study included residents and fellows completing their surgical rotations at a Community Hospital affiliated with the University of Toronto. We used a team-based approach to complete a reflexive thematic analysis.

Results

Analysis of 11 interviews (N = 10 residents and N = 1 fellow) generated three themes: (i) Technology is merely a tool, and tools need to work well, (ii) Routinizing a new technology into clinical practice, and (iii) Motivating a new learning practice. Implementation challenges did not dissuade some participants from valuing the BBX.

Conclusions

We found that a relatively passive ‘implementation by diffusion’ strategy does not lead to uptake in a busy surgical training environment. No matter the potential benefits of any video-based teaching and assessment system, siloed implementation likely breeds inconsistent utilization.