Impact of fellow compared to resident assistance on outcomes of minimally invasive surgery.

INTRODUCTION: As fellowship training after general surgery residency has become increasingly common, the impact on resident education must be considered. Patient safety and procedure outcomes are often used as justification by attendings who favor fellows over residents in certain minimally invasive surgery (MIS) operations. The aim of the present study was to compare the impact of trainee level on the outcomes of selected MIS operations to determine if giving preference to fellows on grounds of outcomes is warranted. METHODS: Patients who underwent elective laparoscopic hiatal hernia repair (LHHR), laparoscopic sleeve gastrectomy (LSG), laparoscopic Roux-en-Y gastric bypass (LRYGB), laparoscopic splenectomy (LS), laparoscopic cholecystectomy (LC), or laparoscopic ventral hernia repair (LVHR) with assistance of a general surgery chief resident or fellow were identified from the American College of Surgeon's National Surgical Quality Improvement Program database (2007-2012). Patients were matched 1:1 based on propensity score for the odds of undergoing operations assisted by a fellow. RESULTS: 5145 patients underwent LHHR, 1396 LSG, 9656 LRYGB, 863 LS, 13,434 LC, and 3069 LVHR. Fellows assisted in 41.7% of LHHR, 49.2% of LSG, 56.4% of LRYGB, 25.7% of LS, 17.1% of LC, and 27.0% of LVHR cases. After matching, overall and severe complication rates were comparable between cases performed with assistance of a fellow or chief resident. Median operative time was longer for LSG, LRYGB, and LC when a fellow assisted. CONCLUSIONS: Surgical outcomes were similar between fellow and chief resident assistance in MIS operations, arguing that increased resident participation in basic and complex laparoscopic operations is appropriate without compromising patient safety.

Surgical management of obstructing clot at the jejunojejunostomy after gastric bypass: a single center experience and literature review.

BACKGROUND: Roux-en-Y gastric bypass is a proven treatment for morbid obesity and its sequelae. Gastric bypass has a safe risk profile, but postoperative complications can be seen. We report on 10 cases of postoperative bleeding causing an obstructing clot at the jejunojejunostomy (JJ) occurring over a 9-year period. OBJECTIVES: The aim was to document presenting symptoms of obstructing clots at the JJ and to suggest a treatment approach to minimize complications. SETTING: University Hospital, United States METHODS: The local Metabolic and Bariatric Surgery Accreditation and Quality Improvement Program (MBSAQIP) database was queried for all patients undergoing reoperation after Roux-en-Y gastric bypass, from July 2009 until December 2019. All patients who were found to have postoperative bleeding causing an obstructing clot at the JJ were selected for retrospective medical-record review. RESULTS: The most common presenting symptoms were Hematocrit drop (10 of 10), nausea (9 of 10), abdominal pain (7 of 10), and hematemesis (4 of 10). There were 12 reoperations in the 10 patients, 10 of which were completed laparoscopically. Infectious complications were the most frequent morbidity in our patients; 4 patients developed abscesses. In all of these, the operative notes described gross spillage into the peritoneal cavity. In later cases, the remnant stomach was decompressed before reoperation, reducing spillage. CONCLUSIONS: Despite the low rate of obstructing clots at the JJ, without rapid recognition and reoperation, there is a risk for serious complications. Typical presenting symptoms include nausea and abdominal pain, which help differentiate it from other causes of decreased hematocrit. Diagnosis is commonly made with computerized tomographic (CT) scan. Decompression of a dilated remnant stomach before addressing the clot can prevent intraperitoneal spillage and subsequent abscess formation. Enterotomy creation and removal of clot is recommended, without fear of continued bleeding.

A Structured Mentorship Elective Deepens Personal Connections and Increases Scholarly Achievements of Senior Surgery Residents.

OBJECTIVES: Surgery residents have few opportunities to work closely with attending surgeons or conduct research during clinical time. We hypothesized that a mentorship elective with a required research project would benefit residents' career development, including their personal connections with faculty mentors, and would help them build their academic portfolio. DESIGN: We created a mentorship elective designed as a one-on-one apprenticeship. Completion of a scholarly project was a core component of the elective. Residents, faculty, and the most senior resident ('non-mentee') on the same service as the elective resident were interviewed after the completion of their rotation. SETTING: University-based surgery residency at Boston Medical Center, Boston, MA. PARTICIPANTS: All 5 residents in postgraduate year 4 (PGY-4) participated in the mentorship elective during the 2019 to 2020 academic year. Residents identified their faculty mentor. All mentees (5/5), most mentors (4/5), and all non-mentees (4/4) were interviewed. RESULTS: All mentees reported interacting with their mentor daily, performing clinical duties or discussing their research project. For mentees, the top factor when selecting their mentor was the mentor's clinical expertise, and the most valuable aspect of the rotation was developing a relationship with their mentor. All mentors responded that their mentee gained an understanding of running an academic surgical practice and developed research skills. Four of 5 mentees completed critical portions of their scholarly project during the elective with one publishing in a peer-reviewed journal, 2 having their work accepted to a national conference, and one creating vascular surgery educational videos. All stated the elective was valuable. CONCLUSIONS: A structured apprenticeship rotation allowed for closer relationships with attending surgeons and increased the scholarly achievement of PGY-4 surgery residents. We provide an example of how to incorporate a successful elective rotation into the surgery curriculum that strengthens resident career development and research productivity.

Novel Low-Cost, Low-Fidelity Hemorrhoidectomy Task Trainers.

OBJECTIVE: Develop and describe a set of low-cost hemorrhoidectomy task trainer prototypes in the setting of inadequate junior resident surgical skill preparation for anorectal cases. DESIGN: This is a study comparing expert and novice performance and opinions. Three task trainers were developed to simulate dissecting, knot-tying, and suturing in a confined space, like the anus. Participants were asked to dissect the peel off of an orange, tie seven 2-handed knots on a weight, and close a defect in a piece of felt with a running stitch. An 8-oz mason jar was used to simulate the confined space. Participants were asked to fill out a 5-point Likert-based evaluation regarding the skills. The primary outcome was time to complete each task in seconds. Secondary outcome measures were number of errors associated with each task, subjective achievability of tasks, and utility of tasks for improving surgical skills. SETTING: General surgery residency program at a safety-net academic center. PARTICIPANTS: Forty subjects participated in this study. There were 20 experts (7 attending surgeons, 13 PGY-1-PGY-5 surgical residents) and 20 novices (11 third- and 9 fourth-year medical students). RESULTS: Experts knot-tied (59s vs 140s, p < 0.001) and sutured (219s vs 295s, p < 0.001) faster than novices. Experts were able to tie 7 knots in fewer attempts than novices (p < 0.001). There was no significant difference in speed of orange dissection between groups. There were no significant differences in the number or frequency of other errors. All participants felt the tasks were achievable (4.90/5) and would be useful in improving skills (4.93/5). CONCLUSIONS: This study demonstrated that a set of low-cost, low-fidelity prototypical hemorrhoidectomy task trainers can discriminate between experts and novices. Simulation models such as these can offer useful practice opportunities for junior general surgery trainees.

Oral examinations in undergraduate medical education - What is the 'value added' to evaluation?

BACKGROUND: Given the long tradition of oral examinations in surgical training, surgical clerkships continue to use oral examinations to evaluate medical students even though the value of oral examination at the post-graduate level has been questioned. The key issue in the context of undergraduate surgical training then is to understand value of the oral examination in assessment. The goal of this study is to clarify what oral examinations do, or appear to, test and how this complements other methods of assessment. METHODS: The study is a retrospective, qualitative study of comments provided by examiners on the oral examination score sheets evaluating performance of students completing their core surgery clerkship at an academic medical center. Through immersion in and initial familiarization with the data we develop a scheme of codes for labeling the data for subsequent synthesis. Using these inductive codes, all comments were reviewed and analyzed to determine what qualities examiners detect, or naturally comment on, when administering and scoring the oral examinations. RESULTS: Thirteen substantive codes (Communication, Critical Thinking, Decisiveness, Demeanor, Differential Diagnosis, Focus, Knowledge, Management, Organization, Pace, Prompting, Thoroughness, and Work Up) and three valence codes (Negative, Neutral, and Positive) were developed and used to code the data. The most universal code was 'Knowledge', used by 43 (100%) of examiners; the most frequently used code was 'Work Up', applied to the comments 437 (21.1%) times. Overall, positive valence was attached to 1146 (55.2%) of codes and negative valence to 879 (42.3%) codes. The most discriminating codes in grading were 'Demeanor', 'Focus', and 'Organization'. CONCLUSIONS: Oral examinations provide rich opportunity for testing qualities readily tested on other examinations but also many intangible qualities that are otherwise less well or not well tested. As such, the 'value-added' by oral examinations likely justifies their continued use in the evaluation of surgical trainees. The identification of testable qualities should aid in the development of a standardized scoring rubric, the use of which may aid in minimizing subjectivity and bias in what otherwise is a rich assessment tool.

Resident involvement in minimally-invasive vs. open procedures.

BACKGROUND: The objective of this study was to evaluate the impact of resident involvement on surgical outcomes in laparoscopic compared to open procedures. METHODS: The American College of Surgeons National Surgical Quality Improvement Program 2007-2012 was queried for open and laparoscopic ventral hernia repair (VHR), inguinal hernia repair (IHR), splenectomy, colectomy, or cholecystectomy (CCY). Multivariable regression analyses were performed to assess the impact of resident involvement on surgical outcomes. RESULTS: In total, 88,337 VHR, 20,586 IHR, 59,254 colectomies, 3301 splenectomies, and 95,900 CCY were identified. Resident involvement was predictive for major complication during open VHR (AOR, 1.29; p < 0.001), but not during any other procedure. Resident participation significantly prolonged operative time for open, as well as laparoscopic VHR, IHR, colectomy, splenectomy, and CCY (all p < 0.01). CONCLUSIONS: The results of this study suggest that resident participation has a similar impact on surgical outcomes during laparoscopic and open surgery, and is generally safe.

Resident-as-Teacher Programs in General Surgery Residency: Context and Characterization.

OBJECTIVE: Teaching medical students and junior residents are key components of a surgical resident's role. How surgical residents are formally prepared for their teaching role is not well described. The aim of this study was to characterize the status of formal Resident-as-Teacher Programs (RATPs) in U.S. general surgery residency programs. We also sought to understand current attitudes towards teaching by residents. DESIGN: A survey regarding the presence of RATPs and attitudes toward teaching by residents was sent through the Association of Program Directors in Surgery (APDS) to general surgery program directors (PDs). SETTING: The study was conducted using an electronically distributed survey. PARTICIPANTS: Program directors of general surgery residencies were contacted through the APDS. RESULTS: Program directors from 105 institutions completed the survey; one did not respond to the question about RATPs. 27 (26%) indicated they utilized a RATP. Of these programs the majority, 25 (93%), were developed at the institution and only 2 (6%) used a published curriculum. For the programs without a RATP, 47 (61%) of PDs indicated they were interested in establishing one. Respondents not interested most often cited other resident obligations and time constraints as limiting factors. CONCLUSIONS: Fewer than one third of responding programs have an established RATP; of those programs that do not have a RATP, the majority are interested in establishing one. Residents clearly play an important role teaching and PDs acknowledge teaching is an important part of residents' daily job, thus formal preparing residents for their teaching role is important. Development and dissemination of a RATP that can be easily incorporated in to general surgery programs would meet an identified need in general surgery training.

Resident-as-teacher programs in general surgery residency - A review of published curricula.

INTRODUCTION: The Liaison Committee on Medical Education (LCME) requires that residents are trained to fulfill their educational duties toward medical students. This study reviews the literature on resident-as-teacher programs (RATPs) aimed at surgical residents. METHODS: Literature search with MeSH terms internship, residency, general surgery, teaching, education, and curriculum was performed using PubMed, Embase, Web of Science, and ERIC. Curriculum components and how curricula's success was measured were extracted for each study. Quality was scored using the Medical Education Research Study Quality Instrument (MERSQI). RESULTS: For the seven relevant publications the average MERSQI score was 9.9 (range 6.5-13.5). The RATPs were either lecture based (4/7) or content was distributed electronically (3/7). Change in attitude toward teaching was the most frequently assessed outcome. Highly rated curricular components were individualized feedback and iterative reminders to make teaching part of practice. CONCLUSIONS: Few published RATPs in general surgery training exist. The literature suggests that pairing lectures with observation and feedback is successful. Distributing the content electronically is a feasible alternative to class-room based teaching in a busy surgical residency.

An appraisal of the learning curve in robotic general surgery.

BACKGROUND: Robotic-assisted surgery is used with increasing frequency in general surgery for a variety of applications. In spite of this increase in usage, the learning curve is not yet defined. This study reviews the literature on the learning curve in robotic general surgery to inform adopters of the technology. METHODS: PubMed and EMBASE searches yielded 3690 abstracts published between July 1986 and March 2016. The abstracts were evaluated based on the following inclusion criteria: written in English, reporting original work, focus on general surgery operations, and with explicit statistical methods. RESULTS: Twenty-six full-length articles were included in final analysis. The articles described the learning curves in colorectal (9 articles, 35%), foregut/bariatric (8, 31%), biliary (5, 19%), and solid organ (4, 15%) surgery. Eighteen of 26 (69%) articles report single-surgeon experiences. Time was used as a measure of the learning curve in all studies (100%); outcomes were examined in 10 (38%). In 12 studies (46%), the authors identified three phases of the learning curve. Numbers of cases needed to achieve plateau performance were wide-ranging but overlapping for different kinds of operations: 19-128 cases for colorectal, 8-95 for foregut/bariatric, 20-48 for biliary, and 10-80 for solid organ surgery. CONCLUSION: Although robotic surgery is increasingly utilized in general surgery, the literature provides few guidelines on the learning curve for adoption. In this heterogeneous sample of reviewed articles, the number of cases needed to achieve plateau performance varies by case type and the learning curve may have multiple phases as surgeons add more complex cases to their case mix with growing experience. Time is the most common determinant for the learning curve. The literature lacks a uniform assessment of outcomes and complications, which would arguably reflect expertise in a more meaningful way than time to perform the operation alone.

What is the BMI threshold for open ventral hernia repair?

BACKGROUND: Overweight and obese patients are often asked to lose weight prior to ventral hernia repair (VHR). Improved outcomes are the reasons behind this strategy. Data regarding weight loss targets are scant, and it is not known at what body mass index (BMI) threshold postoperative complications increase. This study aimed to determine the threshold to allow proper patient counseling. METHODS: All patients who underwent open VHR at our institution between 2002 and 2015 captured in the NSQIP database were included. The primary outcome was defined as any (≥1) of 18 captured postoperative complications. Patients were divided into five groups based on BMI: group 1 (<25 kg/m2); 2 (25-29.99 kg/m2); 3 (30-34.99 kg/m2); 4 (35-39.99 kg/m2); and 5 (≥40 kg/m2). Multivariable, adjusted logistic regression was performed to evaluate the association between BMI categories and postoperative complications. RESULTS: Sixty seven of 922 patients (7.3 %) had at least one postoperative complication following VHR. The adjusted odds of complications in group 5 was 2.89 times greater compared to group 1 (OR 2.89; 95 % CI = 1.22-6.84), while there was no significant differences in odds of postoperative complications for groups 2, 3, or 4 compared to group 1. BMI category was also significantly associated with undergoing recurrent VHR, with 28.7 % of patients in group 5 having a recurrent repair compared to 14 % in patients in group 1 (p = 0.03). CONCLUSIONS: After VHR, complications are most likely to occur in patients with BMI ≥ 40 kg/m2. This subset of patients also had a significantly higher risk of undergoing surgery for a recurrent hernia, suggesting that this group of patients is likely to experience adverse outcomes after VHR and should be counseled to consider bariatric surgery prior to attempts at VHR. VHR at lower BMIs appears appropriate, and delaying therapy to achieve preoperative weight loss will likely offer no advantage.

An Effort to Develop an Algorithm to Target Abdominal CT Scans for Patients After Gastric Bypass.

Abdominal CT (abdCT) scans are frequently ordered for Roux-en-Y gastric bypass (RYGB) patients presenting to the emergency department (ED) with abdominal pain, but often do not reveal intra-abdominal pathology. We aimed to develop an algorithm for rational ordering of abdCTs. We retrospectively reviewed our institution's RYGB patients presenting acutely with abdominal pain, documenting clinical and laboratory data, and scan results. Associations of clinical parameters to abdCT results were examined for outcome predictors. Of 1643 RYGB patients who had surgery between 2005 and 2015, 355 underwent 387 abdCT scans. Based on abdCT, 48 (12 %) patients required surgery and 86 (22 %) another intervention. No clinical or laboratory parameter predicted imaging results. Imaging decisions for RYGB patients do not appear to be amenable to a simple algorithm, and patient work-up should be based on astute clinical judgment.

Gastric bypass reversal: a 7-year experience.

BACKGROUND: After gastric bypass, some patients develop conditions that ultimately require reversal of the bypass. There are currently few publications on the topic to guide clinicians. OBJECTIVES: To describe the indications, techniques, and outcomes for gastric bypass reversal. SETTING: Two academic medical centers. METHODS: We conducted a retrospective chart review of all patients who underwent gastric bypass reversal at our institutions between 2008 and 2015. Information regarding the original operation, the indications for reversal, procedures performed, and the postoperative outcomes were collected and analyzed. RESULTS: Nineteen patients underwent gastric bypass reversal. All but 4 reversal operations were performed laparoscopically. The indications for reversal were malnutrition or excessive weight loss (6 patients); chronic nausea, vomiting, and abdominal pain (5); neuroglycopenia (4); massive small bowel loss due to internal hernia (3); and need for surveillance gastric endoscopy (1). In the perioperative period, 4 patients had a complication that required intervention. Five patients required additional delayed procedures. One patient was lost to follow-up. The remaining patients' mean follow-up was 22±18 months. Symptoms that prompted reversal of the gastric bypass resolved in the majority of patients. However, 1 patient's hypoglycemia did not resolve and 2 continued to have diarrhea. Six patients were weaned off of total parenteral nutrition. CONCLUSIONS: Laparoscopic gastric bypass reversal is feasible and well tolerated. The procedure can be employed to treat a variety of conditions that may occur after gastric bypass and the majority of patients benefit, with resolution of symptoms. In a carefully selected patient population, gastric bypass reversal should be considered if conservative approaches to adverse conditions fail.

Impact of a Surgeon-Led Peripherally Inserted Central Venous Catheter Team on Peripherally Inserted Central Venous Catheter-Related Complications and Costs.

BACKGROUND: Peripherally inserted central venous catheters (PICCs) are popular for a broad range of indications. As with other forms of central access, PICC use can be associated with serious and potentially costly complications. In 2000, in response to the rising popularity of PICC use, a surgeon-led team was created to steward their placement. All requests were screened rigorously to ensure rational use. Our hypothesis was that creation of a dedicated PICC team would decrease inappropriate PICC placement, overall complication rates, and cost. METHODS: The study was a retrospective review of prospectively collected data captured in the PICC team-maintained database between 2000 and 2013. The database was reviewed for PICC indications, reasons PICC requests were denied, and septic or thrombotic complications after PICC placement. To estimate cost savings, PICC supplies and each occurrence of blood stream infection (BSI) and thrombotic complication was assigned a cost on the basis of the available literature. RESULTS: Between 2000 and 2013, 35,651 PICC placements were requested, of which 24,638 (69.1%) were approved, 22,157 (62.1%) immediately and 2,481 (6.9%) after initial refusal in view of further review of the indications. Most (95%) of the PICCs inserted were placed at the bedside within 1 d of approval. Blood stream infections occurred in 5.9% of patients and thrombosis in 2.7%. The attributable costs saved by declining placement of unnecessary PICCs, assuming the same proportions of patients would have developed a complication, could be as high as $5.4 million (M) in supplies, $7.77 M in avoided BSI and $2.25 M in avoided thrombotic complications, for a total savings of $15.44 M. CONCLUSIONS: The implementation of a surgeon-led PICC team had a significant impact on the placement rate, reducing cost by supplies foregone and complications avoided. Cost savings related to PICC placement alone should be considered as the definite cost savings because of the judicious allocation of resources.

Exploring the Content of Intraoperative Teaching.

INTRODUCTION: Much teaching to surgical residents takes place in the operating room (OR). The explicit content of what is taught in the OR, however, has not previously been described. This study investigated the content of what is taught in the OR, specifically during laparoscopic cholecystectomies (LCs), for which a cognitive task analysis (CTA), explicitly delineating individual steps, was available in the literature. METHODS: A checklist of necessary technical and decision-making steps to be executed during performance of LCs, anchored in the previously published CTA, was developed. A convenience sample of LCs was identified over a 12-month period from February 2011 to February 2012. Using the checklist, a trained observer recorded explicit teaching that occurred regarding these steps during each observed case. All observations were tallied and analyzed. RESULTS: In all, 51 LCs were observed; 14 surgery attendings and 33 residents participated in the observed cases. Of 1042 observable teaching points, only 560 (53.7%) were observed during the study period. As a proportion of all observable steps, technical steps were observed more frequently, 377 (67.3%), than decision-making steps, 183 (32.7%). Also when focusing on technical and decision-making steps alone, technical steps were taught more frequently (60.9% vs 43.3%). CONCLUSIONS: Only approximately half of all possible observable teaching steps were explicitly taught during LCs in this study. Technical steps were more frequently taught than decision-making steps. These findings may have important implications: a better understanding of the content of intraoperative teaching would allow educators to steer residents' preoperative preparation, modulate intraoperative instruction by members of the surgical faculty, and guide residents to the most appropriate teaching venues.

Using spaced education to teach interns about teaching skills.

BACKGROUND: Despite limited preparation and knowledge base, surgical interns have important teaching responsibilities. Nevertheless, few faculty development programs are aimed at interns. METHODS: Succinct teaching skill content was electronically distributed over time (spaced education) to interns in academic year 2010/2011. The interns in the previous year served as historic controls. Electronic surveys were distributed for program evaluation. RESULTS: Fifteen of 24 (62.5%) interns and 35 of 49 (71.4%) students responded to the surveys in academic year 2009/2010 and 16 of 27 (59.3%) interns and 38 of 52 (73%) students responded in academic year 2010/2011. Surveys showed improved attitudes toward teaching by interns as well as a higher estimation of interns' teaching skills as rated by students for those interns who received the spaced education program. CONCLUSIONS: Using spaced education to improve interns' teaching skills is a potentially powerful intervention that improves interns' enthusiasm for teaching and teaching effectiveness. The changes are mirrored in students' ratings of interns' teaching skills and interns' attitudes toward teaching.

Using an Objective Structured Clinical Examination to test adherence to Joint Commission National Patient Safety Goal--associated behaviors.

BACKGROUND: A study was conducted at a tertiary care academic medical center to assess a simulation-based, single-station Objective Structured Clinical Examination (OSCE) designed to evaluate intern trainees' familiarity with and adherence to behaviors associated with Joint Commission National Patient Safety Goals and The Joint Commission Universal Protocol for Preventing Wrong Site, Wrong Procedure, Wrong Person Surgery. METHOD: Subjects were interns, from all disciplines, completing basic skills training during intern orientation. The OSCE scenario was designed to assess 13 behaviors associated with four National Patient Safety Goals (1, 2, 3, and 7) from 2009 and 2010 and the Universal Protocol. Sessions were digitally recorded and independently reviewed by two observers, who scored behaviors using a standardized score sheet. Behaviors were assigned point values and tabulated for all trainees. Kappa coefficient was calculated to assess interrater reliability. RESULTS: One-hundred eleven (74.5%) of 149 interns completed the station. The average time to completion was 6.9 minutes (standard deviation [SD] 1.8; range, 3.5-12.6). Interns scored an average of 9.5 points (SD, 4.7; range, 2-20; mode, 8) of 26. The interrater reliability for the two reviewers was 0.9. Interns most frequently requested chlorhexidine to sterilize the patient's skin (98.2% of interns demonstrated); identifying an unlabeled medication vial as inappropriate for use was the most frequently missed item (8.1% of interns demonstrated). CONCLUSIONS: Behaviors related to tenets of patient safety and quality care can be assessed using a simple to design and execute OSCE. Using simulation to test behaviors associated with the National Patient Safety Goals may be a desirable adjunct to traditional simple knowledge-based tests.

Residents can successfully teach basic surgical skills in the simulation center.

OBJECTIVES: Basic surgical skills are frequently taught to surgical interns in simulation centers. Faculty recruitment for teaching of these sessions can be difficult. The goal of this study was to determine whether senior surgical residents can effectively teach basic surgical skills to provide an alternative to faculty-led instruction. DESIGN, SETTING, AND PARTICIPANTS: Academic medical center. Twenty-eight surgical interns. In this randomized controlled trial, interns were randomized to receive teaching by either faculty or senior residents. Two-hour teaching sessions for each group consisted of modeling and guided practice. All interns underwent baseline knot-tying and suturing skill assessment using a previously validated standardized task scoring scheme and completed a confidence survey. After teaching sessions, both groups underwent repeated skill testing and were again surveyed. RESULTS: Twenty-eight interns started in the surgery program at our institution during the year of this study. Seventeen of 27 (62.9%) interns participated in both teaching sessions and completed all skill assessments and surveys; 7 (41.2%) interns were taught by faculty, 10 (58.8%) by residents. Overall, skills training improved in both groups for knot-tying, running suture, and subcuticular suture performance. Confidence performing knot-tying tasks also improved. Interns taught by faculty members and residents demonstrated similar levels of improvement in speed and accuracy, although faculty instruction improved speed of performing the simple suturing task (-144 vs -27 s, p = 0.04). CONCLUSIONS: In the simulation center, teaching by senior surgical residents and faculty members resulted in comparable improvement in interns' basic surgical skills. These findings could increase the skill instructor pool for teaching in the simulation center, potentially easing recruitment and providing senior residents with teaching opportunities.

Master surgeons' operative teaching philosophies: a qualitative analysis of parallels to learning theory.

OBJECTIVES: Practicing within the Halstedian model of surgical education, academic surgeons serve dual roles as physicians to their patients and educators of their trainees. Despite this significant responsibility, few surgeons receive formal training in educational theory to inform their practice. The goal of this work was to gain an understanding of how master surgeons approach teaching uncommon and highly complex operations and to determine the educational constructs that frame their teaching philosophies and approaches. DESIGN: Individuals included in the study were queried using electronically distributed open-ended, structured surveys. Responses to the surveys were analyzed and grouped using grounded theory and were examined for parallels to concepts of learning theory. SETTING: Academic teaching hospital. PARTICIPANTS: Twenty-two individuals identified as master surgeons. RESULTS: Twenty-one (95.5%) individuals responded to the survey. Two primary thematic clusters were identified: global approach to teaching (90.5% of respondents) and approach to intraoperative teaching (76.2%). Many of the emergent themes paralleled principles of transfer learning theory outlined in the psychology and education literature. Key elements included: conferring graduated responsibility (57.1%), encouraging development of a mental set (47.6%), fostering or expecting deliberate practice (42.9%), deconstructing complex tasks (38.1%), vertical transfer of information (33.3%), and identifying general principles to structure knowledge (9.5%). CONCLUSIONS: Master surgeons employ many of the principles of learning theory when teaching uncommon and highly complex operations. The findings may hold significant implications for faculty development in surgical education.

Spaced education faculty development may not improve faculty teaching performance ratings in a surgery department.

OBJECTIVES: To determine the effectiveness of spaced education as a faculty development tool designed to improve teaching skills in a surgery department. DESIGN: Faculty members were randomized to receive either weekly spaced education e-mails with content designed to improve teaching skills (group A) or no e-mails (group B). Using qualitative and quantitative surveys, we assessed both medical students' perception of faculty members' teaching effectiveness and faculty members' perception of the usefulness of the spaced education e-mails. SETTING: Academic medical center. PARTICIPANTS: Twenty-nine surgery faculty members with teaching responsibility for medical students in their Core Surgery Clerkship. RESULTS: All 41 medical students who rotated through the Core Surgery Clerkship rated the quality of teaching for each faculty members; 172 online rating surveys were completed. Overall, faculty members received high ratings on the teaching skills included on the surveys. Additionally, no significant differences were found between the perceived skill level of the faculty members who received the weekly e-mails and those who did not. Specifically, 53.8% and 54% (p = 0.47) of the faculty were felt to deliver feedback more than three times per week; 87.1% and 89.9% (p = 0.15) of faculty were felt to deliver useful feedback; 89.2% and 90.8% (p = 0.71) of faculty were perceived to encourage student autonomy; and 78.1% and 81.9% (p = 0.89) of faculty were felt to set clear learning expectations for students. Postprogram comments from faculty revealed they did not find the e-mails useful as a faculty development tool. CONCLUSIONS: Students perceived high levels of teaching skills among the clinical faculty. Faculty members who received e-mail-based spaced education-based faculty development were not rated to be more effective teachers on the student surveys. Electronically based faculty development does not satisfy faculty expectations.