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Purpose <p>The transition to independent surgical practice presents substantial challenges for new-to-practice surgeons. Intraoperative teaching is particularly difficult, given that clinical demands can conflict with educational responsibilities. Limited guidance exists regarding how to balance these dual roles. To address this gap, we explore how new-to-practice surgeons manage the positions of attending surgeon and surgical educator in the operating room (OR).</p> Methods <p>In this constructivist grounded theory study, we conducted semi-structured interviews with ten new surgeons from seven specialties in British Columbia, Canada who regularly taught in the OR. Data collection and analysis were iterative, using constant comparison to inform theoretical sampling, the interview guide, and thematic analysis of the data until sufficiency was reached. Coding was supported by team discussions, memo-writing, and diagramming, and reflexivity was maintained through journaling.</p> Results <p>Three themes were identified through our analysis: (1) the inherent challenge of balancing the dual roles of attending surgeon and surgical educator, (2) the informal strategies participants used to manage this balancing act (<i>anticipating, monitoring, recruiting, and compensating</i>), and (3) the ongoing need to develop participants’ capacity to balance both roles effectively.</p> Conclusions <p>This study highlights the challenges new surgeons face in balancing clinical and teaching responsibilities, and the underappreciated effort required to ‘balance’ these dual roles. Our findings suggest that developing proficiency as both the attending surgeon and surgical educator in the operating room is a gradual developmental process—one that would benefit from deliberate support during surgical training and in the early stages of a surgical career.</p>

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Transitioning to practice: exploring how new surgeons balance their dual roles of attending surgeon and surgical educator in the operating room

  • 期刊论文

  • 发表日期：

    2025年12月4日

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  • Kimberly Stewart,
  • Kevin Eva,
  • Faizal Haji

摘要

Purpose

The transition to independent surgical practice presents substantial challenges for new-to-practice surgeons. Intraoperative teaching is particularly difficult, given that clinical demands can conflict with educational responsibilities. Limited guidance exists regarding how to balance these dual roles. To address this gap, we explore how new-to-practice surgeons manage the positions of attending surgeon and surgical educator in the operating room (OR).

Methods

In this constructivist grounded theory study, we conducted semi-structured interviews with ten new surgeons from seven specialties in British Columbia, Canada who regularly taught in the OR. Data collection and analysis were iterative, using constant comparison to inform theoretical sampling, the interview guide, and thematic analysis of the data until sufficiency was reached. Coding was supported by team discussions, memo-writing, and diagramming, and reflexivity was maintained through journaling.

Results

Three themes were identified through our analysis: (1) the inherent challenge of balancing the dual roles of attending surgeon and surgical educator, (2) the informal strategies participants used to manage this balancing act (anticipating, monitoring, recruiting, and compensating), and (3) the ongoing need to develop participants’ capacity to balance both roles effectively.

Conclusions

This study highlights the challenges new surgeons face in balancing clinical and teaching responsibilities, and the underappreciated effort required to ‘balance’ these dual roles. Our findings suggest that developing proficiency as both the attending surgeon and surgical educator in the operating room is a gradual developmental process—one that would benefit from deliberate support during surgical training and in the early stages of a surgical career.