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Learning from our struggles as faculty educators

Published:September 12, 2020DOI:https://doi.org/10.1016/j.amjsurg.2020.09.010
      Over the last decade, surgical educators have rightfully renewed focus on systematic assessment of surgical residents; ranging from how they study
      • Imran J.B.
      • Madni T.D.
      • Taveras L.R.
      • et al.
      Assessment of general surgery resident study habits and use of the TrueLearn question bank for American Board of Surgery In-Training exam preparation.
      to how they perform technically in the operating room.
      • Ponton-Carss A.
      • Kortbeek J.B.
      • Ma I.W.
      Assessment of technical and nontechnical skills in surgical residents.
      Undoubtedly, resident performance is influenced by a faculty surgeon’s teaching effectiveness; yet rarely do faculty receive important insight into their performance as educators. How can faculty improve without assessment and feedback? As we strive to consistently and frequently provide feedback to residents, it is equally imperative that faculty are also provided a strong educational framework by which to analyze and improve teaching effectiveness.
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