What is the future of training in surgery? Needs assessment of national stakeholders

Background The Curriculum Committee of the American College of Surgeons-Accredited Educational Institutes conducted a need assessment to (1) identify gaps between ideal and actual practices in areas of surgical care, (2) explore educational solutions for addressing these gaps, and (3) shape a vision...

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Published in:Surgery 2014-09, Vol.156 (3), p.707-717
Main Authors: Kim, Sara, PhD, Dunkin, Brian J., MD, FACS, Paige, John T., MD, FACS, Eggerstedt, Jane M., MD, FACS, Nicholas, Cate, EdD, MS, PA, Vassilliou, Melina C., MD, MEd, FRCSC, Spight, Donn H., MD, FACS, Pliego, Jose F., MD, FACS, Rush, Robert M., MD, FACS, Lau, James N., MD, FACS, Carpenter, Robert O., MD, MPH, FACS, Scott, Daniel J., MD, FACS
Format: Article
Language:English
Subjects:
Clinical Competence
Computer Simulation
Computer-Assisted Instruction
Curriculum
Education, Medical, Continuing - trends
Education, Medical, Graduate - trends
General Surgery - education
Humans
Models, Educational
Needs Assessment
Societies, Medical
Surgery
Surgical Procedures, Operative - education
United States
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Summary:Background The Curriculum Committee of the American College of Surgeons-Accredited Educational Institutes conducted a need assessment to (1) identify gaps between ideal and actual practices in areas of surgical care, (2) explore educational solutions for addressing these gaps, and (3) shape a vision to advance the future of training in surgery. Methods National stakeholders were recruited from the committee members' professional network and interviewed via telephone. Interview questions targeted areas for improving surgical patient care, optimal educational solutions for training in surgery including simulation roles, and entities that should primarily bear training costs. We performed an iterative, qualitative analysis including member checking to identify key themes. Results Twenty-two interviewees included state/national board representatives, risk managers, multispecialty faculty/program directors, nurses, trainees, an industry representative, and a patient. Surgeons' communication with patients, families, and team members was raised consistently by stakeholders as a way to establish clear expectations regarding pre-, peri-, and postoperative care. Other comments highlighted the surgeon's development and demonstration and maintenance of cognitive and technical skills, including surgical judgment. Stakeholders also reiterated the critical need for surgeons to engage in on-going self-assessment and professional development to identify and remediate recognized limitations. Recommended learning modalities for meeting surgeons' needs included active learning (deliberate practice, diverse patient experiences), experiential learning (simulation), and peer and mentored learning (preceptorship). Conclusion This first formal needs assessment of education for surgeons points to opportunities for educational programs in patient-centered communication, learning models that match preferences of new generations of trainees, and training in interprofessional/interdisciplinary team communication and teamwork.
ISSN:0039-6060
1532-7361
DOI:10.1016/j.surg.2014.04.047