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Purpose <p>Teamwork is a core competency of medical training that is often taught indirectly. The unpredictable variability of modeling teamwork skills by attendings and residents is often exacerbated in the operating room (OR), where students encounter a highly regulated hierarchical environment characterized by safety precautions and an often mysterious code of conduct. By offering a structured framework for interpreting team dynamics, students may gain a better understanding of OR cultural expectations and develop leadership skills.</p> Methods <p>The team dynamics workshop was designed by a group of medical student educators, including surgery faculty, to familiarize students with the OR and build teamwork skills.&#xa0;Students were introduced to a team dynamics framework, described by organizational psychologist David Berg, and encouraged to use the framework to process conflicts they witnessed in the OR.&#xa0;The objectives of the workshop included helping students recognize and analyze a team conflict, refocus on their role as a learner in the OR, and brainstorm how to approach such difficult and tense interactions outside of the OR and as future leaders. The workshop was facilitated by a surgery faculty member at the beginning of the surgery clerkship for each new group of students. Students wrote structured reflections at the end of the workshop that were reviewed by the core group of instructors to identify themes.</p> Results <p>Eighty seven reflections were collected from 88 students between 10/2022 and 11/2023 and 226 codes were generated. Thirteen themes were sorted into three overarching domains including looking inward with self-reflection, looking outward with situational awareness, and looking forward with development of leadership qualities.&#xa0;The most common themes that emerged included using the framework to internally sort through conflict and compartmentalize, empowering the student as the learner, learning language for effective debriefing, and recognizing the importance of professionalism, respect, and communication.</p> Conclusions <p>A structured discussion with students about team dynamics within the OR may promote self-reflection, increase language to process team interactions and conflict internally and externally, and offer skills that may serve as a foundation for building and developing leadership skills.</p>

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Unveiling the hidden curriculum: a structured approach to teaching teamwork and leadership skills during the surgery clerkship

  • 期刊论文

  • 发表日期：

    2025年1月24日

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  • Catherine McManus,
  • Alexis Schiazza,
  • Sophie E. Mayeux,
  • Ruilin Fan,
  • Ashley Kingon,
  • Roman Nowygrod,
  • Hetty Cunningham

摘要

Purpose

Teamwork is a core competency of medical training that is often taught indirectly. The unpredictable variability of modeling teamwork skills by attendings and residents is often exacerbated in the operating room (OR), where students encounter a highly regulated hierarchical environment characterized by safety precautions and an often mysterious code of conduct. By offering a structured framework for interpreting team dynamics, students may gain a better understanding of OR cultural expectations and develop leadership skills.

Methods

The team dynamics workshop was designed by a group of medical student educators, including surgery faculty, to familiarize students with the OR and build teamwork skills. Students were introduced to a team dynamics framework, described by organizational psychologist David Berg, and encouraged to use the framework to process conflicts they witnessed in the OR. The objectives of the workshop included helping students recognize and analyze a team conflict, refocus on their role as a learner in the OR, and brainstorm how to approach such difficult and tense interactions outside of the OR and as future leaders. The workshop was facilitated by a surgery faculty member at the beginning of the surgery clerkship for each new group of students. Students wrote structured reflections at the end of the workshop that were reviewed by the core group of instructors to identify themes.

Results

Eighty seven reflections were collected from 88 students between 10/2022 and 11/2023 and 226 codes were generated. Thirteen themes were sorted into three overarching domains including looking inward with self-reflection, looking outward with situational awareness, and looking forward with development of leadership qualities. The most common themes that emerged included using the framework to internally sort through conflict and compartmentalize, empowering the student as the learner, learning language for effective debriefing, and recognizing the importance of professionalism, respect, and communication.

Conclusions

A structured discussion with students about team dynamics within the OR may promote self-reflection, increase language to process team interactions and conflict internally and externally, and offer skills that may serve as a foundation for building and developing leadership skills.