Learning to Teach: A Review of Peri-Procedural Teaching and Assessment in General Surgery

Purpose of Review: With the continued growth of the field of surgery, procedural education must be prioritized. The aim of this article is to review methods for procedural teaching as well as tools for operative performance assessment. Recent Findings: There are many techniques for approaching peri-procedural education, all of which have their advantages and disadvantages. Currently, data suggest that trainees and educators do not regularly engage in peri-procedural educational discussion. Regarding assessment, immediate post-procedural feedback is recommended. This should be for single, directly observed encounters, and ideally should be combined with dialogue or written (or dictated) commentary from the educator. Summary: With technological innovation, patient and case complexity, and time constraints for both educators and trainees, the need for formalized educational strategies has never been stronger. A number of techniques that can be used for peri-procedural teaching and assessment have been reviewed in this chapter and can be implemented based on institutional, educator, and learner preferences.