A theory-based model for teaching and assessing residents in the operating room

Area of Science:

• Medical Education
• Surgical Training
• Motor Skill Acquisition

Background:

• The operating room (OR) traditionally relies on a master/apprenticeship model for surgical resident education.
• Evolving healthcare systems and educational demands necessitate efficient methods for assessing resident competence in essential surgical procedures.
• Current evaluation systems often lack feasibility for busy surgical faculty.

Purpose of the Study:

• To propose a simple, feasible model for teaching and assessing surgical residents within the operating room environment.
• To guide faculty-resident interaction and objectively define a resident's procedural autonomy.
• To support the development of competent surgical graduates.

Main Methods:

• Development of a novel, simple model for OR-based surgical education and assessment.
• The model focuses on guiding faculty-resident interaction and procedural autonomy.
• Theoretical underpinnings are based on motor skill acquisition and learning theories.

Main Results:

• The proposed model offers a structured approach to surgical resident evaluation.
• It facilitates clear designation of resident autonomy levels for specific procedures.
• The system is designed for practical implementation within a busy clinical workflow.

Conclusions:

• The proposed model provides a feasible framework for enhancing surgical resident education and assessment in the OR.
• It supports the effective graduation of residents competent in essential surgical procedures.
• This approach aligns with established principles of motor skill learning.