Optimizing surgical teaching through the lens of sociocultural learning theory

Background: The objective of this study was to identify intraoperative instructional strategies that embody the ways that learning occurs in the social contexts of surgery. Methods: We performed a qualitative review of examples of intraoperative teaching from transcripts of ten videotaped surgeries, coupled with interviews with surgical attendings and residents. We coded the examples according to the key tenets of sociocultural learning theories and used these codes to develop instructional strategies aimed at improving resident surgical autonomy. Results: The sociocultural learning theories prompted six intraoperative teaching strategies (Assess Learner Needs, Inquire, Coach, Permit, Entrust, and Debrief) to address residents' learning needs in specific surgical tasks. The six strategies involve identifying procedure-specific learning needs; discussing interventions based on strategies successful with other learners; providing in-the-moment, interactive coaching; allowing the resident to struggle; increasing the resident's graduated responsibility; debriefing about successes and struggles. Conclusions: We argue that these six strategies should improve the quality of intraoperative teaching, and therefore, enhance progression to autonomous practice.

Automated summary

This study identified six intraoperative teaching strategies based on sociocultural learning theories which aim to improve resident surgical autonomy by assessing learner needs, providing in-the-moment coaching, and debriefing about successes and struggles.