Mp39-11 Teaching in the Operating Room: A Qualitative Mixed-Methods Review of Effective Methods

You have accessJournal of UrologyEducation Research II (MP39)1 May 2024MP39-11 TEACHING IN THE OPERATING ROOM: A QUALITATIVE MIXED-METHODS REVIEW OF EFFECTIVE METHODS Aboubacar Kaba, Asha Ayub, Rashed Kosber, Steven Lerman, Kathy Huen, Stacey Carter, Parth Patel, Victor Nitti, and Jonathan Bergman Aboubacar KabaAboubacar Kaba , Asha AyubAsha Ayub , Rashed KosberRashed Kosber , Steven LermanSteven Lerman , Kathy HuenKathy Huen , Stacey CarterStacey Carter , Parth PatelParth Patel , Victor NittiVictor Nitti , and Jonathan BergmanJonathan Bergman View All Author Informationhttps://doi.org/10.1097/01.JU.0001008644.01945.6c.11AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Teaching and learning in the operating room environment are unique and impactful experiences. Little is known about effective and ineffective teaching methods. Our objective was to evaluate urology resident attitudes about aspects of teaching in the operating room that are helpful compared with those that are less effective. METHODS: Our mixed-methods analysis employed an explanatory sequential design, where written submitted evaluations of faculty by residents from our institutions were first analysed, and semi-structured interviews with trainees were conducted from different regions of the United States. We separated evaluations of faculty from 5/1/13 to 4/30/23 into highest and lowest quartiles based on numeric scores. We then conducted semi-structured interviews with trainees from institutions in different regions of the United States. Open-ended questions allowed participants to express themselves independently, and follow-up discussions explored their perception of effective methods of teaching in the operating room. All evaluations were printed and interviews transcribed. Three blinded, independent reviewers analyzed feedback to identify common themes associated with effective and ineffective teaching in the operating room. We analyzed transcripts using a multi- stage, cutting-and-sorting technique in an inductive approach based on grounded theory analysis. RESULTS: Our analysis included 22 faculty (11 in each quartile) with an average of 16 evaluations each, as well as 9 transcribed interviews. The Table 1 shows representative quotations from the themes associated with effective and ineffective teaching in the operating room. Effective teaching involved clinician decision-making capability, specific communication, and appropriate graduated responsibility with patience. Ineffective teaching was characterized by poor decision making, lack of actionable communication/feedback, and absence of graduated autonomy/patience. Personal likeability was not a feature of effectiveness. CONCLUSIONS: Structured analysis of teaching methods in the operating room may allow continuous improvement for all teachers in the academic teaching mission. Further studies may explore consensus panels and potential creation of best practices that can help guide teachers and learners. Source of Funding: Mark S. Litwin, MD Endowed Chair in Mentorship © 2024 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 211Issue 5SMay 2024Page: e655 Advertisement Copyright & Permissions© 2024 by American Urological Association Education and Research, Inc.Metrics Author Information Aboubacar Kaba More articles by this author Asha Ayub More articles by this author Rashed Kosber More articles by this author Steven Lerman More articles by this author Kathy Huen More articles by this author Stacey Carter More articles by this author Parth Patel More articles by this author Victor Nitti More articles by this author Jonathan Bergman More articles by this author Expand All Advertisement PDF downloadLoading ...