Ingrid Woelfel1, David Strosberg2, Brentley Smith3, Alan Harzman2, Ritu Salani3, Amalia Cochran2, Xiaodong Chen2. 1. Department of Surgery, The Ohio State University, Columbus, Ohio. Electronic address: ingrid.woelfel@osumc.edu. 2. Department of Surgery, The Ohio State University, Columbus, Ohio. 3. Division of Gynecologic Oncology, Department of Obstetrics & Gynecology, The Ohio State University, Columbus, Ohio.
Abstract
OBJECTIVE: Developing resident autonomy in the operating room is a complex process and resident established case specific learning goals may increase resident operating room training efficiency. However, little is understood about residents' experience identifying learning goals for a given case. The aim of this study was to explore the essential components contributing to surgery residents' identification of specific learning goals for surgical cases. DESIGN: We conducted focus group interviews with general surgery residents across all post-graduate years (PGY) through convenience sampling. Audio recordings of each interview were transcribed and iteratively analyzed. Emerging themes were identified using a framework method. SETTING: The study was conducted within the Department of General Surgery at the Ohio State University Medical Center, a tertiary academic medical center. PARTICIPANTS: Eight junior (PGY 1-2) and 10 senior (PGY 3-5) residents participated, of whom 10 were female and 8 were male. RESULTS: On average, each focus group interview lasted 57.00 (SD ± 12.99) minutes. Three essential components of residents' creation of case-specific learning goals emerged from the focus group interviews: medical knowledge, surgical experience and entrustment. Residents require baseline knowledge and surgical experience with an operation to identify the learning goal they would aim to execute. They also require entrustment of themselves and support of the attending to accomplish the case specific learning goal. Differences in the possession of these three components would likely influence differences in the ability to create learning goals between junior and senior residents. CONCLUSIONS: Medical knowledge, surgical experience and entrustment are 3 factors that are imperative to the creation of a resident's case specific learning goal. The complex combination of these three components contributes to the building of the learning goal prior to the start of the operation. Elucidating these aspects provides additional information for targeted interventions in the future.
OBJECTIVE: Developing resident autonomy in the operating room is a complex process and resident established case specific learning goals may increase resident operating room training efficiency. However, little is understood about residents' experience identifying learning goals for a given case. The aim of this study was to explore the essential components contributing to surgery residents' identification of specific learning goals for surgical cases. DESIGN: We conducted focus group interviews with general surgery residents across all post-graduate years (PGY) through convenience sampling. Audio recordings of each interview were transcribed and iteratively analyzed. Emerging themes were identified using a framework method. SETTING: The study was conducted within the Department of General Surgery at the Ohio State University Medical Center, a tertiary academic medical center. PARTICIPANTS: Eight junior (PGY 1-2) and 10 senior (PGY 3-5) residents participated, of whom 10 were female and 8 were male. RESULTS: On average, each focus group interview lasted 57.00 (SD ± 12.99) minutes. Three essential components of residents' creation of case-specific learning goals emerged from the focus group interviews: medical knowledge, surgical experience and entrustment. Residents require baseline knowledge and surgical experience with an operation to identify the learning goal they would aim to execute. They also require entrustment of themselves and support of the attending to accomplish the case specific learning goal. Differences in the possession of these three components would likely influence differences in the ability to create learning goals between junior and senior residents. CONCLUSIONS: Medical knowledge, surgical experience and entrustment are 3 factors that are imperative to the creation of a resident's case specific learning goal. The complex combination of these three components contributes to the building of the learning goal prior to the start of the operation. Elucidating these aspects provides additional information for targeted interventions in the future.
Authors: Ingrid A Woelfel; Brentley Q Smith; Ritu Salani; Alan E Harzman; Amalia L Cochran; Xiaodong Phoenix Chen Journal: Am J Surg Date: 2021-03-18 Impact factor: 3.125
Authors: Stephanie Fuller; Ara Vaporciyan; Joseph A Dearani; John M Stulak; Jennifer C Romano Journal: Ann Thorac Surg Date: 2020-06-01 Impact factor: 4.330