Teaching communication and supporting autonomy with a team-based operative simulator

Mackenzie R. Cook, Shanley B. Deal, Jessica M. Scott, Alexis M. Moren, Laszlo N. Kiraly

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)552-556
Number of pages5
JournalAmerican journal of surgery
Volume212
Issue number3
DOIs
StatePublished - Sep 1 2016

Keywords

  • Inguinal hernia
  • Surgical education
  • Surgical simulation
  • Team training

ASJC Scopus subject areas

  • Surgery

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