Teaching and assessing in the operating room.

Area of Science:

• Medical Education
• Surgical Training
• Operating Room Pedagogy

Background:

• Teaching hospitals face challenges balancing surgical efficiency, patient safety, and resident training.
• Discrepancies exist between attending and resident perceptions of surgical teaching quality.
• Residents often experience unfocused communication rather than structured guidance during surgical training.

Purpose of the Study:

• To introduce and evaluate the Briefing, Intraoperative, Debriefing (BID) model for surgical operating room teaching.
• To address the need for a structured, efficient, and effective surgical teaching method.

Main Methods:

• The BID model, based on guided discovery learning, was implemented in the operating room.
• Briefing: Focused on deliberate practice and specific learning objectives.
• Intraoperative: Provided immediate, objective-driven feedback and guidance.
• Debriefing: Facilitated learning consolidation and performance reflection.

Main Results:

• The BID model offers a structured approach to surgical teaching, aligning with deliberate practice principles.
• It integrates specific learning objectives into the briefing, intraoperative, and debriefing phases.
• This model aims to enhance resident learning and performance reflection within operational constraints.

Conclusions:

• The BID model provides a framework for effective surgical education in the operating room.
• It balances the need for efficient surgical practice with resident skill development.
• This structured approach supports continuous learning and professional growth for surgical residents.