Teaching communication and supporting autonomy with a team-based operative simulator - 24/08/16
, Shanley B. Deal, M.D. b, Jessica M. Scott, M.D. a, Alexis M. Moren, M.D., M.P.H. a, Laszlo N. Kiraly, M.D. aAbstract |
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.
Le texte complet de cet article est disponible en PDF.Highlights |
• | A team-based simulation that incorporates senior learners instructing junior learners can be successfully designed and implemented. |
• | Within this simulation, independent learning objectives can be established for junior and senior learners. |
• | Although the junior learners focus on technical skill acquisition, senior learners can focus on teaching, team leadership, and operative flow. |
• | This model of dual learner simulation may illustrate future opportunities for operative simulation. |
Keywords : Surgical simulation, Team training, Surgical education, Inguinal hernia
Plan
| The authors declare no conflicts of interest. |
|
| This work was funded by a grant from the Dean's office of Oregon Health and Science University. The authors have no other financial relationships to disclose. |
Vol 212 - N° 3
P. 552-556 - septembre 2016 Retour au numéro
Article précédent
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