PURPOSE: This study sought to examine and address concerns received from residents regarding their perception of the length of time faculty members devoted to intraoperative teaching. METHOD: Faculty members and residents were surveyed on their perceptions of intraoperative teaching. The survey was evaluated using descriptive methods. A disparity was noted between faculty member and resident perceptions of time devoted to intraoperative teaching. To better understand the disparity, a series of focus groups to discuss the survey results were held with both faculty members and residents. To address the disparity, a teaching tool was developed using the keywords of the American Board of Anesthesiology's in-training examination. Faculty members and residents used this tool in the intraoperative environment for 2 months. After 2 months, faculty members and residents were surveyed to see whether a change in perception took place. The use of the teaching tool was continued. Faculty members and residents were surveyed after 1 year of continued use to assess usage and satisfaction with the tool. RESULTS: The pre-intervention survey yielded responses from 29.6 per cent (n = 64) of the teaching faculty members and 29.2 per cent (n = 24) of the residents. The post-intervention survey yielded responses from 64 per cent of the faculty members and 62.5 per cent of the residents. After implementation of the tool, an improved alignment of resident and faculty member perceptions of the time faculty members spent teaching intraoperatively was observed. The majority of faculty members and residents reported continued use and satisfaction with the keyword tool after 1 year of use. DISCUSSION: This experience revealed the importance of making simple, pragmatic changes to improve resident perceptions of intraoperative teaching time.
PURPOSE: This study sought to examine and address concerns received from residents regarding their perception of the length of time faculty members devoted to intraoperative teaching. METHOD: Faculty members and residents were surveyed on their perceptions of intraoperative teaching. The survey was evaluated using descriptive methods. A disparity was noted between faculty member and resident perceptions of time devoted to intraoperative teaching. To better understand the disparity, a series of focus groups to discuss the survey results were held with both faculty members and residents. To address the disparity, a teaching tool was developed using the keywords of the American Board of Anesthesiology's in-training examination. Faculty members and residents used this tool in the intraoperative environment for 2 months. After 2 months, faculty members and residents were surveyed to see whether a change in perception took place. The use of the teaching tool was continued. Faculty members and residents were surveyed after 1 year of continued use to assess usage and satisfaction with the tool. RESULTS: The pre-intervention survey yielded responses from 29.6 per cent (n = 64) of the teaching faculty members and 29.2 per cent (n = 24) of the residents. The post-intervention survey yielded responses from 64 per cent of the faculty members and 62.5 per cent of the residents. After implementation of the tool, an improved alignment of resident and faculty member perceptions of the time faculty members spent teaching intraoperatively was observed. The majority of faculty members and residents reported continued use and satisfaction with the keyword tool after 1 year of use. DISCUSSION: This experience revealed the importance of making simple, pragmatic changes to improve resident perceptions of intraoperative teaching time.