Abstract
Maintaining a standard of excellence for graduating surgical residents requires a
comprehensive and consistent approach to surgical education. The omnipresent and increasing
barriers to education must also be recognized and addressed. The implementation of
effective teaching strategies is largely dependent on the resources available at each
institution and the vision of education. Unfortunately, allocating time for surgeons
to teach both inside and outside the operating room has become a foreign concept to
administration. Furthermore, the reduction in case numbers performed by trainees now
demands “quality over quantity” to ensure success. Quality teaching moments will only
be realized when emphasis is placed on preparation, useful instruction during the
procedure, and postoperative feedback. Ideal preparation entails a detailed discussion
between the trainee and surgeon about the specific learning goals for the case. During
the procedure, the faculty surgeon must strive to maximize the experience through
effective communication while performing an efficient and safe operation. Numerous
validated objective assessment tools exist for postprocedure evaluation but are grossly
underutilized. Surgical education must thoughtfully be approached with the same fervor
and detail as patient care. As faculty, it is our responsibility to train the next
generation of surgeons and therefore “every case must count.”
Keywords
surgical education - feedback - training - colorectal - residents - residency
