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Teaching communication and supporting autonomy with a team-based operative simulator
Mackenzie R Cook1, Shanley B Deal2, Jessica M Scott1
1Department of Surgery, Oregon Health and Science University, Mail Code L611, 3181 SW Sam Jackson Park Road, Portland, OR 97239, USA.
Background:
Changing residency structure emphasizes the need for formal instruction on team leadership and intraoperative teaching skills. A high fidelity, multi-learner surgical simulation may offer opportunities for senior learners (SLs) to learn these skills while teaching technical skills to junior learners (JLs).
Methods:
We designed and optimized a low-cost inguinal hernia model that paired JLs and SLs as an operative team. This was tested in 3 pilot simulations. Participants' feedback was analyzed using qualitative methods.
Results:
JL feedback to SLs included the themes "guiding and instructing" and "allowing autonomy." Senior Learner feedback to JLs focused on "mechanics," "knowledge," and "perspective/flow." Both groups focused on "communication" and "professionalism."
Conclusions:
A multi-learner simulation can successfully meet the technical learning needs of JLs and the teaching and communication learning needs of SLs. This model of resident-driven simulation may illustrate future opportunities for operative simulation.
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