133more aware of junior residents’ learning needs as they have many of the same needs
or recent experiences. Furthermore, residents often feel more comfortable giving
and receiving feedback from a close colleague.
When learning to teach, senior residents should keep in mind the seven princi-
ples reported by Skoczylas et al. of effective operative teaching [ 47 , 48 ]:
- Emphasis of anatomical landmarks
- Instruction of both visual and tactile procedural elements
- Encouragement of repetition
- Promotion of early independence
- Demonstration of confident competence
- Maintenance of calm demeanor
- Willingness to accept responsibility for mistakes and consequences
Developing the Nontechnical Teaching Skills
As is clear from several of the elements outlined in the above principles, being a
good teacher means not only giving instruction in or out of the operating room but
also leading a team effectively. As John Maxwell states in his book Developing the
Leader Within You, leadership is defined as “casting vision and motiving people
[ 49 ].” Good leadership is accomplished through displaying integrity and communi-
cating effectively. An effective leader, as Kouzes and Posner describe it, models the
way [ 50 ]. If a senior resident leads by example and acts in accordance to the greater
good of the team rather than for himself or herself, trust is built.
Once one gains trust, learners are more likely to listen and feel comfortable ask-
ing questions. When residents change services, senior residents should take time to
set goals and define expectations with his or her junior residents. It is vital for the
senior resident to not only ask questions but also to welcome questions along the
way. Midway through a rotation, senior residents should give and receive both posi-
tive and constructive feedback with their junior residents. This facilitates educa-
tional accountability, allows time for correction or remediation, and aids in
reorienting to key goals and objectives.
As the resident moves toward maturity both in terms of their personal profes-
sional identity and their effectiveness as an educator, continued self-development
through reading, focused mentorship, and coursework, formal or informal, becomes
critical in preparing them for lifelong practice-based learning. This is no less true in
the realm of educational maturation than it is in the clinical or technical skill realm.
Continuing to develop attitudes and interpersonal skills alongside knowledge and
technical prowess will lead the senior resident into areas such as advanced time
management, conflict resolution, patterns promoting resilience, and expanding
influence through strategic investment in the lives of others. Harkening back to
where we began the chapter, residents may find this new set of skills daunting, but
also exhilarating and fulfilling to pursue, and will often find themselves in an advan-
tageous position to share the lessons they learn with more junior learners. Developing
7 Teaching Residents to Teach: Why and How