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Preparing surgery house officers for their teaching role
K J Sheets1, F M Hankin, T L Schwenk
1Department of Family Practice, University of Michigan Medical School, Ann Arbor 48109-0708.
American Journal of Surgery
|April 1, 1991
Summary
This review highlights the importance of surgical resident teaching skills. Further research is needed to define optimal skills, interventions, and outcomes beyond learner satisfaction.
Area of Science:
- Medical Education
- Surgical Training
Background:
- The teaching role of house officers is a critical component of medical education.
- Existing literature covers general house officer teaching, perceptions, skill assessment, and the specific role of surgery residents.
Purpose of the Study:
- To review the literature on house officer teaching, focusing on surgical residents.
- To propose an agenda for research and development in surgery resident teaching skills.
- To identify key areas for improving surgical resident education.
Main Methods:
- Literature review across four categories: general house officer teaching, role perceptions, skill assessment/improvement, and surgery resident teaching.
- Formulation of research questions to guide future study.
Main Results:
- Identified four key research questions regarding appropriate teaching skills, influence of expectations, effective interventions, and broader outcomes.
- Highlighted the need for formal acknowledgment of the teaching role by faculty.
Conclusions:
- Surgical resident teaching is crucial and requires further investigation.
- Faculty should formally recognize and support the teaching role of surgery residents.
- Development and implementation of targeted teaching skill improvement activities are recommended for all surgery house officers.