Intraoperative teaching methods, models, and frameworks: A scoping review for surgical resident education
Marie Schulze1, Lucas Streith1, Sam M Wiseman1
1Department of Surgery, St. Paul's Hospital & University of British Columbia, Vancouver, Canada.
Background:
This review aimed to consolidate the existing literature on intraoperative teaching strategies and highlight areas for future research.
Objective:
The objective is to review the research conducted regarding the implementation of various teaching frameworks for surgical learners and to present their feasibility, benefits, and limitations within surgical residencies, as well as areas for future research.
Methods:
Two independent investigators searched MEDLINE, EMBASE, and ERIC and reviewed articles on intraoperative teaching strategies for surgical resident education.
Results:
3050 abstracts were reviewed, and 66 studies (2.2%) were included. The most common study type was single cohort studies (33%), followed by survey studies (17%). The majority of articles were carried out in General Surgery (50%), or a combination of surgical specialties (17%).
Conclusions:
The BID model encompasses perioperative teaching time points and suggests a universal organizational approach to intraoperative teaching that would likely be compatible with documented competency assessments for residents.
Related Concept Videos
01:24Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...