The Role of the Nonphysician Educator in General Surgery Residency Training: From Outcome Project and Duty-Hours Restrictions to the Next Accreditation System and Milestones

Interdisciplinary teaching in family medicine teaching units: the residents’ points of view

“…Our findings support those of previous research on IDT, especially studies illustrating the development and integration of useful knowledge and skills, 1 , 3 - 5 , 7 , 8 , 17 the identification of a wider range of solutions to the more complex clinical situations 1 - 3 and the benefits of IDT on training for interprofessional collaboration. 3 , 4 , 8 , 10 , 12 , 13 , 17 This study also supports and expands the understanding of IDT’s organizational benefits. 1 , 4 , 13 , 16 , 17 Participants’ points of view also highlight that while HPE obviously can’t (and shouldn’t) replace doctors in medical education, they are quite able independently to handle the teaching relevant to their own professional expertise.…”

“… 6 By giving medical students a better understanding of the roles of the various professions and a more positive perception of their contributions, IDT is also believed to have a positive impact on the development of interprofessional collaboration skills. 10 - 13 These benefits are coherent with the evaluation training objectives in family medicine (as defined by the College of Family Physicians of Canada) and with current expectations that health services should revolve around interprofessional collaboration. 14 , 15 Finally, given the fact that doctors earn considerably more than the other health professionals, IDT is considered a cost-effective teaching approach, especially in clinical settings where doctors often lack the time and resources to fully invest themselves in teaching.…”

“…14 , 15 Finally, given the fact that doctors earn considerably more than the other health professionals, IDT is considered a cost-effective teaching approach, especially in clinical settings where doctors often lack the time and resources to fully invest themselves in teaching. 1 , 4 , 13 , 16 , 17…”

The Changing Landscape of Surgical Education: What are Residency Education Teams and do we Need Them?

“…This finding suggests a growing trend and need for educators within surgery residency programs, and several recent publications support the role of the nonphysician surgical educator. [12][13][14] Summarizing the literature's conclusions, "professional educators provide support needed to meet the growing demands and requirements of surgical education," 12 "nonphysician educators serve as vital members to the team," 13 and "one strategy for assisting with the increase in program director workload that has accompanied the changes in surgical education is to hire nonphysician educators with relevant education and experience in curriculum design, teaching techniques, adult learning theories, and research methods." 14 Interestingly, only 22.8% of respondents answered that they had "relevant education" in preparation for their residency positions.…”

“…There have been some attempts in the literature suggesting there are approximately 40 nonphysician surgical educators, which would suggest about a 25% response rate for this survey. 13 The role of the chief resident was inadequately represented, with only 6 respondents, and therefore no generalizable conclusions can be made as to the opinion of this role. However, the educator and chief resident data were included as part of the aggregate data for the "nonattending physician" vs "attending physician" comparisons.…”