Resident Perspectives on Teaching During Awake Surgical Procedures

Area of Science:

• Medical Education
• Surgical Training
• Patient Communication

Background:

• Surgical residents develop skills during awake procedures, a context complicated by patient perceptions.
• Understanding resident experiences in teaching during awake surgery is crucial.

Purpose of the Study:

• To qualitatively explore resident perspectives on teaching during awake surgical procedures.
• To identify effective and challenging aspects of surgical education in awake settings.

Main Methods:

• Focus groups were conducted with residents from Urology, Obstetrics and Gynecology, and General Surgery.
• Data were transcribed, coded, and analyzed using the constant comparative method to achieve thematic saturation.

Main Results:

• Residents highlighted positive teaching techniques: preprocedural communication, role explanation, nonverbal cues, patient involvement, and confident educators.
• Challenges included hesitation to ask questions or correct learners, and issues with nonverbal communication and instructor takeover.
• Residents suggested informed consent for awake procedures should detail the resident's role.

Conclusions:

• Successful teaching during awake surgery hinges on proactive communication, beginning before the procedure.
• Barriers to open and clear communication present significant challenges in resident surgical education.