Transition from trainee to educator in the operating room: A needs assessment and framework to support junior faculty

Area of Science:

• Medical Education
• Surgical Training
• Faculty Development

Background:

• Transitioning from surgical trainee to attending surgeon necessitates developing educational skills.
• Attending surgeons play a crucial role in educating the next generation of medical professionals.
• Effective operative teaching is vital for surgical skill acquisition and patient safety.

Purpose of the Study:

• To evaluate the educational strategies employed by attending surgeons.
• To identify gaps in the preparation of surgeons for their role as educators.
• To determine opportunities for supporting surgeons during this educational transition.

Main Methods:

• A web-based survey was approved by the Association of Surgical Education.
• The survey was distributed to attending surgeons, yielding 153 responses.
• Data collected included reported educational models and challenges faced during the transition.

Main Results:

• Narrating actions was the most common teaching method (74% junior faculty, 63% senior faculty).
• Significant differences were observed in the reported struggles with instruction between junior and senior faculty (91% vs. 65%, p < 0.001).
• Key challenges included lack of relationships, ongoing learning needs, systems-based issues, cognitive load, and impression management.

Conclusions:

• The study highlights a critical need for improved support systems for surgeons transitioning into educational roles.
• Findings represent a needs assessment for enhancing the educator role of surgeons in the operating room.
• Addressing identified gaps can optimize the educational experience for surgical trainees.