Teaching: aligning faculty member and resident perceptions.

Area of Science:

• Medical Education
• Anesthesiology Training
• Surgical Simulation

Background:

• Resident concerns regarding faculty intraoperative teaching time were raised.
• A perceived disparity existed between faculty and resident views on teaching duration.

Purpose of the Study:

• To examine and address resident perceptions of faculty intraoperative teaching time.
• To improve the alignment of perceptions between faculty and residents regarding teaching duration.

Main Methods:

• Surveys were administered to faculty and residents pre- and post-intervention.
• Focus groups were conducted to explore perception disparities.
• A keyword-based teaching tool, aligned with the American Board of Anesthesiology's in-training examination, was developed and implemented.
• Usage and satisfaction were assessed after 2 months and 1 year.

Main Results:

• Post-intervention surveys showed improved alignment in perceptions of intraoperative teaching time.
• The majority of participants reported continued use and satisfaction with the teaching tool after one year.
• Response rates for post-intervention surveys significantly increased.

Conclusions:

• Simple, pragmatic changes can significantly improve resident perceptions of intraoperative teaching.
• The developed keyword tool effectively addressed disparities in perceived teaching time.
• Continuous use and satisfaction suggest the tool's long-term value in medical education.