"Teaching the "Art" of Surgical Communication: What Novel Approaches to Faculty Development Can Bridge the Gap...

Teaching the 'art' of surgical communication, which encompasses nuanced skills such as empathy and navigating uncertainty, presents a significant challenge in medical education. While structured frameworks are well-taught, a persistent gap exists between knowing communication theory and applying it effectively in practice. This perspective argues that the critical barrier is not a deficit in communication models, but a 'knowing-doing gap' within surgical faculty, perpetuated by clinical pressures and the hidden curriculum. Closing this gap requires a fundamental reimagining of faculty development, moving beyond didactic instruction toward transformative, experiential learning. We propose 3 evidence-based directions: 1) deliberate practice using simulated scenarios combined with facilitated, reflective feedback to enhance self-awareness; 2) structured reflective practice through narrative medicine to cultivate empathy and perspective-taking; and 3) in situ peer observation and coaching to transfer skills directly into the clinical environment. By investing in these deep-seated developmental strategies, we can equip faculty to become masterful models of communication, thereby fostering a new generation of surgeons who are not only skilled technicians but also compassionate healers.