Effective teaching and feedback strategies in the or and beyond

Area of Science:

• Medical Education
• Surgical Training

Background:

• Surgical residency programs face increasing educational barriers.
• Administrative support for dedicated teaching time is declining.
• Reduced case volumes necessitate a focus on quality over quantity in surgical training.

Purpose of the Study:

• To outline a comprehensive approach to surgical education.
• To emphasize the importance of maximizing teaching opportunities in surgical residency.
• To advocate for a structured and detailed approach to surgical training.

Main Methods:

• Focus on pre-operative preparation, including defining learning goals.
• Highlight effective intraoperative instruction and communication.
• Stress the underutilization of validated post-procedure assessment tools.

Main Results:

• Quality teaching moments depend on preparation, intraoperative guidance, and feedback.
• Objective assessment tools for surgical residents are underutilized.
• A shift towards "quality over quantity" is essential due to reduced case numbers.

Conclusions:

• Surgical education demands a rigorous and detailed approach, mirroring patient care standards.
• Faculty surgeons must prioritize training the next generation, ensuring every case contributes to learning.
• Implementing structured teaching strategies is vital for maintaining excellence in surgical residency programs.