TY - JOUR
T1 - Transition from trainee to educator in the operating room
T2 - A needs assessment and framework to support junior faculty
AU - Lynch, Kenneth A.
AU - Brown, Rebecca F.
AU - Steinhagen, Emily
AU - Jacobson, Deborah L.
AU - Malhotra, Neha
AU - Hendershot, Kimberly
AU - Brownson, Kirstyn E.
AU - Bialowas, Christie
AU - Abdou, Hossam
AU - Smith, Brigitte K.
AU - Miller, Megan
N1 - Publisher Copyright:
© 2021
PY - 2022/6
Y1 - 2022/6
N2 - 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.
AB - 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.
KW - Curriculum development
KW - General surgery
KW - Mentoring in education
KW - Surgical education
UR - http://www.scopus.com/inward/record.url?scp=85119210751&partnerID=8YFLogxK
U2 - 10.1016/j.amjsurg.2021.11.003
DO - 10.1016/j.amjsurg.2021.11.003
M3 - Article
AN - SCOPUS:85119210751
SN - 0002-9610
VL - 223
SP - 1112
EP - 1119
JO - American Journal of Surgery
JF - American Journal of Surgery
IS - 6
ER -