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

Autor: Lynch KA Jr; Alpert Medical School at Brown University, Department of Surgery, USA. Electronic address: kenneth_lynch@brown.edu., Brown RF; University of Maryland Medical Center, Department of Surgery, USA., Steinhagen E; University Hospitals Cleveland Medical Center, Case Western Reserve University School of Medicine, USA., Jacobson DL; University of Utah, School of Medicine, Department of Surgery, Division of Urology, USA., Malhotra N; Mount Sinai Health System, Department of Urology, USA., Hendershot K; University of Alabama at Birmingham, Department of Surgery Acute Care, Surgery Division, USA., Brownson KE; Huntsman Cancer Institute, University of Utah, School of Medicine, Department of Surgery, Division of General Surgery, USA., Bialowas C; Albany Medical Center, Division of Plastic and Reconstructive Surgery, USA., Abdou H; University of Maryland Medical Center, Department of Surgery, USA., Smith BK; University of Utah, Department of Surgery, Division of Vascular Surgery, USA., Miller M; University Hospitals Cleveland Medical Center, Case Western Reserve University, School of Medicine, Department of Surgery, USA.
Jazyk: angličtina
Zdroj: American journal of surgery [Am J Surg] 2022 Jun; Vol. 223 (6), pp. 1112-1119. Date of Electronic Publication: 2021 Nov 10.
DOI: 10.1016/j.amjsurg.2021.11.003
Abstrakt: Background: Transitioning from trainee to attending surgeon requires learners to become educators. The purpose of this study is to evaluate educational strategies utilized by surgeons, define gaps in preparation for operative teaching, and identify opportunities to support this transition.
Methods: A web-based, Association of Surgical Education approved survey was distributed to attending surgeons.
Results: There were 153 respondents. Narrating actions was the most frequently reported educational model, utilized by 74% of junior faculty [JF] (0-5yrs) and 63% of senior faculty [SF] (>6yrs). Other models used included educational time-outs (29% JF, 27% SF), BID teaching model (36% JF, 51% SF), and Zwisch model (13% JF, 25% SF). Compared with 91% JF, 65% SF reported struggling with instruction (p < 0.001). Five themes emerged as presenting difficulty during the resident to attending transition: lack of relationships, ongoing learning, systems-based, cognitive load, impression management.
Conclusions: Our results represent a needs assessment in the transition from learner to educator in the OR.
(Published by Elsevier Inc.)
Databáze: MEDLINE
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