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Surgeons as Educators: The Impact of Faculty Development Aimed to Empower Surgeons to Promote Learning in Residents, Fellows and Practicing Surgeons across the Continuum

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Title: Surgeons as Educators: The Impact of Faculty Development Aimed to Empower Surgeons to Promote Learning in Residents, Fellows and Practicing Surgeons across the Continuum
Language: English
Authors: M. Jane Burns
Source: Online Submission. 2025Ed.D. Scholarly Research Project, Bradley University.
Peer Reviewed: N
Page Count: 94
Publication Date: 2025
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Adult Education
Descriptors: Surgery, Physicians, Faculty Development, Medical Education, Nonprofit Organizations, Sense of Community, Medical School Faculty, Group Membership, Educational Opportunities, Professional Identity, Teaching Skills, Educational Resources, Time Management, Conferences (Gatherings), Feedback (Response), Adult Education, Participant Characteristics
Abstract: Surgeons, given their knowledge, skills, and experience in patient care, are often the primary educators of residents, fellows, and practicing surgeons. However, their lack of formal training in instructional practices may limit their effectiveness in the classroom. This study examined the importance of faculty development for surgeon educators who teach across the continuum of surgical education. The study setting was a premier annual surgical meeting hosted by a not-for-profit medical membership organization, attended by residents, fellows, and practicing surgeons. Faculty in two didactic courses were invited to join the study. Since surgeons are primarily trained as healthcare providers, they have limited opportunities for faculty development to enhance their teaching roles. For this study, faculty development encompasses fostering a sense of community, building an educator identity, and enhancing teaching and presentation skills. The study also addresses surgeons' limited resources and the need for structured training in teaching. Data were collected through a survey with closed- and open-ended questions, along with a focus group held six weeks after the meeting. Participants also received educational resources before their teaching assignments. Findings suggest that faculty development enhances surgeons' teaching effectiveness but must be tailored to individual needs. The study's key implications for practice emphasize that appropriate faculty development improves knowledge transfer and skill acquisition for learners while fostering lifelong learning that benefits educators, learners, and, ultimately, patients.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672421
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Surgeons as Educators: The Impact of Faculty Development Aimed to Empower Surgeons to Promote Learning in Residents, Fellows and Practicing Surgeons across the Continuum
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  Data: <searchLink fieldCode="AR" term="%22M%2E+Jane+Burns%22">M. Jane Burns</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025Ed.D. Scholarly Research Project, Bradley University.
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  Data: 94
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  Data: <searchLink fieldCode="DE" term="%22Surgery%22">Surgery</searchLink><br /><searchLink fieldCode="DE" term="%22Physicians%22">Physicians</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nonprofit+Organizations%22">Nonprofit Organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+School+Faculty%22">Medical School Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Membership%22">Group Membership</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Characteristics%22">Participant Characteristics</searchLink>
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  Label: Abstract
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  Data: Surgeons, given their knowledge, skills, and experience in patient care, are often the primary educators of residents, fellows, and practicing surgeons. However, their lack of formal training in instructional practices may limit their effectiveness in the classroom. This study examined the importance of faculty development for surgeon educators who teach across the continuum of surgical education. The study setting was a premier annual surgical meeting hosted by a not-for-profit medical membership organization, attended by residents, fellows, and practicing surgeons. Faculty in two didactic courses were invited to join the study. Since surgeons are primarily trained as healthcare providers, they have limited opportunities for faculty development to enhance their teaching roles. For this study, faculty development encompasses fostering a sense of community, building an educator identity, and enhancing teaching and presentation skills. The study also addresses surgeons' limited resources and the need for structured training in teaching. Data were collected through a survey with closed- and open-ended questions, along with a focus group held six weeks after the meeting. Participants also received educational resources before their teaching assignments. Findings suggest that faculty development enhances surgeons' teaching effectiveness but must be tailored to individual needs. The study's key implications for practice emphasize that appropriate faculty development improves knowledge transfer and skill acquisition for learners while fostering lifelong learning that benefits educators, learners, and, ultimately, patients.
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  Data: 2025
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  Data: ED672421
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    Languages:
      – Text: English
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        PageCount: 94
    Subjects:
      – SubjectFull: Surgery
        Type: general
      – SubjectFull: Physicians
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Medical Education
        Type: general
      – SubjectFull: Nonprofit Organizations
        Type: general
      – SubjectFull: Sense of Community
        Type: general
      – SubjectFull: Medical School Faculty
        Type: general
      – SubjectFull: Group Membership
        Type: general
      – SubjectFull: Educational Opportunities
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Conferences (Gatherings)
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Participant Characteristics
        Type: general
    Titles:
      – TitleFull: Surgeons as Educators: The Impact of Faculty Development Aimed to Empower Surgeons to Promote Learning in Residents, Fellows and Practicing Surgeons across the Continuum
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              M: 05
              Type: published
              Y: 2025
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            – TitleFull: Online Submission
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