221box trainers in accord with the ACS/APDS Surgery Resident Skills Curriculum.
Following demonstration of this proficiency, a learner will progress to a higher-
fidelity organic procedure operating on an ex vivo porcine liver with gallbladder.
The curriculum culminates in an annual lab in which the entire laparoscopic chole-
cystectomy procedure is performed from start to finish on a cadaver. This aspect of
the learning process enables a resident to focus additionally on nontechnical skills,
including communication and teamwork. At our institution, surgery residents work
together with students from a local certified surgical technologist community col-
lege program to better simulate and integrate interdisciplinary training objectives.
This level of learning is paramount for the surgery resident as deficits in nontechni-
cal skills can often result in errors committed in surgery; poor communication has
been identified as a causal factor in 43% of surgical errors [ 18 ].
Resident Readiness Curriculum
Following the success of the boot camp curriculum, the Surgical Skills Center
endeavored to develop a “resident readiness” program to better prepare medical
students in the spring of their fourth year for the responsibilities of their resident
intern year [ 19 ]. Utilizing the American College of Surgeons Graduate Medical
Education (ACGME) Committee prerequisites for graduate surgical education, the
curriculum was organized around common intern experiences. Learning modules
were designed utilizing intensive application of accumulated knowledge and skills
for the care of the surgical patient; exercises included mock pages, writing orders,
and surgical skills [ 20 ]. Leaders at our institution would eventually work with other
medical schools to integrate this curriculum into what is now an essential aspect of
the American College of Surgery (ACS) and Association of Program Directors in
Surgery (APDS) entering surgery resident preparatory curriculum. This coursework
has been studied extensively in support of the improved confidence and abilities of
fourth year medical students preparing to enter surgical residencies, and we have
found the same to be true [ 21 , 22 ].
Program Support
During the development of the Surgical Skills Center, leaders recognized the impor-
tance of gaining buy-in and integration with the School of Medicine and other
departments [ 23 – 25 ]. Accordingly, a steering committee was developed to act as a
sounding board for discussion of potential opportunities to meet the needs of their
learners and determine the best interests and action plans of the Surgical Skills
Center. While the steering committee guided the initial direction of the Surgical
Skills Center by assembling the personnel, facility, and administrative structure to
support the development of its curriculum and continues to meet annually, champi-
ons from within the School of Medicine (specifically surgeons as educators) have
proceeded to arise to lead endeavors driven to improve learners’ skill set [ 26 ].
12 Role of the Surgeon Educator in Leading Surgical Skills Center Development