Perspectives on intraoperative teaching: divergence and convergence between learner and teacher

Area of Science:

• Medical Education
• Surgical Training
• Adult Learning Principles

Background:

• Operative teaching is crucial for surgical residents, yet intraoperative teaching techniques are understudied.
• Current educational emphases often favor virtual methods over in-person operating room instruction.

Purpose of the Study:

• To investigate resident and faculty perceptions of intraoperative teaching techniques.
• To identify discrepancies and common ground in their views on effective surgical education.

Main Methods:

• A mixed-methods survey was administered to general surgical residents and faculty across five institutions.
• Thirty-eight teaching techniques were rated for frequency of use, alongside open-ended questions for qualitative insights.

Main Results:

• Significant disagreement existed between residents and faculty regarding the frequency of 32 out of 38 teaching techniques (p < 0.032).
• Faculty perceived high application of "setting high standards," while residents prioritized "technical consistency."
• Both groups identified "faculty asking how to improve teaching" as least employed; common themes for improvement included communication, time, and feedback.

Conclusions:

• Resident and faculty perceptions of operative teaching frequency are significantly disparate.
• Faculty's perceived use of adult learning principles contrasts with residents' experiences.
• Identified common themes provide a foundation for enhancing surgical education processes.