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Purpose <p>Unlike other learning environments, the operating room (OR) is a unique space for surgical educators and trainees. Prior studies have sought to define the characteristics of an effective intraoperative educator, but none with the focus on growth mindset and its effect on learning motivation. Achievement motivation is a construct used to understand/describe motivation as both an individual trait and as a product of the learning environment. Growth mindset (GM) refers to the belief that intelligence/human potential can be improved with effort. A GM has been shown to have positive effects on achievement motivation. While in a previous study we defined a codebook for growth mindset language (GML) in written feedback, the aims of this study were to identify and characterize GML used by surgical faculty in the OR and to elucidate resident reaction to this in the context of achievement motivation.</p> Methods <p>Intraoperative general surgery faculty/resident conversations during consenting (attending blinded) cases at a large academic program were recorded and transcribed. Immediate post-operative interviews with residents were conducted with a focus on achievement motivation. An inductive thematic analysis was performed of all intraoperative statements which were preliminarily identified as using GML. Because these themes happened to align with the previous codebook for written feedback, an elaborative coding approach was utilized. Resident responses corresponding to specific GML themes were identified.</p> Results <p>Thematic saturation was achieved on eight OR transcripts/cases from three attending surgeons. In the language of the OR transcripts, four of five formerly identified themes were present: support/partnership language, process language, progress language, learning language. Effort language was absent. Definitions and subcodes are shown in the figure. Residents were able to independently identify the use of GML as motivators for learning (Fig.&#xa0;<InternalRef RefID="Fig1">1</InternalRef>).</p> Conclusion <p>In this study we have described GML utilization in the OR environment, provided concrete examples for faculty, and identify how residents derive motivation from GML. Unique opportunities for attendings in the OR include sharing of personal growth and/or struggles, recognition of trainees’ real-time growth, utilization of language reflecting shared responsibility and giving instructions with insight. This work has immediate applications for faculty development in an understudied environment.</p>

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Defining growth mindset language best practices in the operating room: lessons from listening in

  • 期刊论文

  • 发表日期：

    2026年2月2日

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  • Jamaica A Westfall-Snyder,
  • Michael J Furey,
  • Yasmeen M Byrnes,
  • Matthew Factor,
  • Rebecca L Hoffman

摘要

Purpose

Unlike other learning environments, the operating room (OR) is a unique space for surgical educators and trainees. Prior studies have sought to define the characteristics of an effective intraoperative educator, but none with the focus on growth mindset and its effect on learning motivation. Achievement motivation is a construct used to understand/describe motivation as both an individual trait and as a product of the learning environment. Growth mindset (GM) refers to the belief that intelligence/human potential can be improved with effort. A GM has been shown to have positive effects on achievement motivation. While in a previous study we defined a codebook for growth mindset language (GML) in written feedback, the aims of this study were to identify and characterize GML used by surgical faculty in the OR and to elucidate resident reaction to this in the context of achievement motivation.

Methods

Intraoperative general surgery faculty/resident conversations during consenting (attending blinded) cases at a large academic program were recorded and transcribed. Immediate post-operative interviews with residents were conducted with a focus on achievement motivation. An inductive thematic analysis was performed of all intraoperative statements which were preliminarily identified as using GML. Because these themes happened to align with the previous codebook for written feedback, an elaborative coding approach was utilized. Resident responses corresponding to specific GML themes were identified.

Results

Thematic saturation was achieved on eight OR transcripts/cases from three attending surgeons. In the language of the OR transcripts, four of five formerly identified themes were present: support/partnership language, process language, progress language, learning language. Effort language was absent. Definitions and subcodes are shown in the figure. Residents were able to independently identify the use of GML as motivators for learning (Fig. 1).

Conclusion

In this study we have described GML utilization in the OR environment, provided concrete examples for faculty, and identify how residents derive motivation from GML. Unique opportunities for attendings in the OR include sharing of personal growth and/or struggles, recognition of trainees’ real-time growth, utilization of language reflecting shared responsibility and giving instructions with insight. This work has immediate applications for faculty development in an understudied environment.