© Springer International Publishing AG 2018 235
T.S. Köhler, B. Schwartz (eds.), Surgeons as Educators,
https://doi.org/10.1007/978-3-319-64728-9_14
The Surgical Workplace Learning
Environment: Integrating Coaching
and Mentoring
Jeanne L. Koehler and Emily Sturm
Aesop’s Fable: The Two Crabs [ 1 ] “My dear,” called out an old Crab to her
daughter one day, “why do you sidle along in that awkward manner?” “Why don’t
you go forward like other people?” “Well mother,” answered the young Crab, “it
seems to me that I go exactly like you do. Go first and show me how, and I will gladly
follow.”
Moral: Example is the best precept.
Introduction
Preparing surgeons who excel across a number of domains is a priority for medical
schools and residency programs, and this preparation is certainly an expectation of
patients. The Accreditation Council for Graduate Medical Education (ACGME) has
developed a number of milestones with the focus on developing “highly competent
physicians to meet the 21st century health and health care needs of the public” [ 2 ]
(p. 13). The Milestones Guidebook includes six competencies: patient care, medical
knowledge, professionalism, interpersonal and communication skills, practice-
based learning and improvement, and systems-based practice.
Given the life-and-death reality of the surgical environment and the surgeon’s
tremendous level of responsibility, it is hard to argue against expecting excellence
across a number of competencies; however, the complex surgical learning
environment may not be ideal for fostering student and resident growth across all
J.L. Koehler, PhD (*)
Department of Medical Education, Southern Illinois University School of Medicine,
Springfield, IL, USA
e-mail: [email protected]
E. Sturm, MD
Department of Surgery, Southern Illinois University School of Medicine,
Springfield, IL, USA