Teaching communication and supporting autonomy with a team-based operative simulator. Am J Surg 2016 Sep;212(3):552-6
Date
07/06/2016Pubmed ID
27378354DOI
10.1016/j.amjsurg.2016.03.011Scopus ID
2-s2.0-84994092366 (requires institutional sign-in at Scopus site) 2 CitationsAbstract
BACKGROUND: Changing residency structure emphasizes the need for formal instruction on team leadership and intraoperative teaching skills. A high fidelity, multi-learner surgical simulation may offer opportunities for senior learners (SLs) to learn these skills while teaching technical skills to junior learners (JLs).
METHODS: We designed and optimized a low-cost inguinal hernia model that paired JLs and SLs as an operative team. This was tested in 3 pilot simulations. Participants' feedback was analyzed using qualitative methods.
RESULTS: JL feedback to SLs included the themes "guiding and instructing" and "allowing autonomy." Senior Learner feedback to JLs focused on "mechanics," "knowledge," and "perspective/flow." Both groups focused on "communication" and "professionalism."
CONCLUSIONS: A multi-learner simulation can successfully meet the technical learning needs of JLs and the teaching and communication learning needs of SLs. This model of resident-driven simulation may illustrate future opportunities for operative simulation.
Author List
Cook MR, Deal SB, Scott JM, Moren AM, Kiraly LNMESH terms used to index this publication - Major topics in bold
Clinical CompetenceCommunication
Computer Simulation
Feasibility Studies
General Surgery
Humans
Internship and Residency
Surgical Procedures, Operative
Teaching
