Teaching Communication and Supporting Autonomy with a Team Based Operative Simulator

Abstract Background Changing residency structure emphasizes the need for formal instruction on team leadership and intra-operative teaching skills. A high fidelity, multi-learner surgical simulation may offer opportunities for senior learners to learn these skills while teaching technical skills to junior learners. Methods We designed and optimized a low-cost inguinal hernia model that paired junior and senior learners as an operative team. This was tested in three pilot simulations. Participants’ feedback was analyzed using qualitative methods. Results Junior learner feedback to senior learners included the themes “guiding and instructing” and “allowing autonomy.” Senior Learner feedback to junior learners focused on “mechanics,” “knowledge,” and “perspective/flow.” Both groups focused on “communication” and “professionalism.” Conclusions A multi-learner simulation can successfully meet the technical learning needs of junior learners as well as the teaching and communication learning needs of senior learners. This model of resident driven simulation may illustrate future opportunities for operative simulation.