Journal
JOURNAL OF SURGICAL EDUCATION
Volume 80, Issue 2, Pages 276-287Publisher
ELSEVIER SCIENCE INC
DOI: 10.1016/j.jsurg.2022.10.002
Keywords
Supervision; Intraoperative teaching; Exacting; Fostering; Empowering
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This study explores the practices of influential surgeons as perceived by their residents, aiming to provide a variety of potentially effective practices for academic surgeons to improve their role as intraoperative educators. The researchers collected data through surveys, observations, and interviews, and developed a framework grouping effective teaching into three approaches: exacting, empowering, and fostering. The study suggests that frameworks like this can serve as models for improving the quality of intraoperative supervision and expanding educational practices.
OBJECTIVES: Academic surgeons manage their role as intraoperative educators in a variety of ways. Such vari-ability is neither idiosyncratic nor is there a single best approach. This study sought to explore the practices of surgeons deemed influential by their residents, allowing insight into a variety of potentially effective practices.PARTICIPANTS: Constructivist grounded theory guided data collection and analysis. Data sources included sur-veys from senior surgical residents (PGY3-6) and recent graduates from an academic hospital in Canada (36% response rate), intraoperative observations of teaching interactions, and semi-structured interviews with observed surgeons. Rigour was supported by data trian-gulation, constant comparison, and collection to theoret-ical sufficiency. DESIGN: We developed a framework grouping effective teaching into three overlapping approaches: exacting, empowering, and fostering. The approaches differ based on the level of independence granted and the degree of expectation placed on individual residents. Each demon-strates different strategies for balancing the multiple supervisory roles and patient care obligations faced by academic surgeons. We also identified strategies that could be used across approaches to enhance learning.CONCLUSIONS: For surgical educators seeking to improve upon the quality of the intraoperative supervi-sion they provide, frameworks such as this may serve as models of effective supervision. Enhancing surgeons' knowledge of proven strategies, combined with reflect-ing on how they teach and how they balance responsibil-ities to patients and trainees, may allow them to broaden their educational practice.
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