Abstract Manager

Oral

OB2-3-4

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Oral

Education Research

Jr. Faculty (less than 5 years in practice)

yes

Exploring the intraoperative teaching approaches of influential surgeons

There is wide variability in how academic surgeons manage their role as intraoperative educators. This study sought to explore the practices of surgeons deemed influential by their residents, allowing insight into a variety of potentially effective practices.

Constructivist grounded theory was used to guide data collection and analysis. Data sources included (1) electronic surveys from senior surgical residents/recent graduates from an academic hospital in Canada, (2) intraoperative observations of teaching interactions followed by (3) semi-structured interviews with observed surgeons.

We developed a framework which groups effective teaching into three overlapping approaches: exacting, empowering, and fostering. The approaches differed based on the level of independence granted and the degree of expectation placed on individual residents. Each demonstrates a different way of balancing the multiple supervisory roles. We also identified strategies that could be used across approaches to enhance learning.

For surgical educators seeking to improve on the quality of intraoperative supervision they provide, frameworks such as this may be demonstrative of what effective supervision may look like. Knowledge of proven strategies combined with reflection on how surgeons teach, and on how they balance responsibilities to patients and trainees may allow them to broaden their educational practice.

Surgery

education

supervision

CPD (faculty development, CME)

Faculty Development

Postgraduate

Yes

Yes

Yes

Yes

Yes