In this study, a half-day faculty development course designed to equip surgical educators with frameworks shown to promote learning in the OR helped faculty members deliver improved instruction as perceived by surgical residents.
A total of 19 faculty members completed the course. Associate professors demonstrated improved briefing, debriefing, and total teaching. No significant changes were observed in assistant or full professors.
Three faculty members who served as course co-instructors improved significantly in briefing, debriefing, and total teaching, regardless of rank. Faculty members with baseline teaching scores in the bottom quartile improved teaching behaviors in all phases of instruction.
Initiatives directed at intraoperative instruction might be best targeted towards midlevel faculty and those who have low levels of baseline teaching scores, the authors say.
Objective: We describe a half-day faculty development course designed to equip surgical educators with evidence-based teaching frameworks shown to promote learning in the operating room (OR). We hypothesize that participating faculty will deliver improved instruction as perceived by residents. M…Read More >>