Surgical education is undergoing exciting and challenging major transformational change within the broader context of healthcare reform, physician shortages, and financial uncertainty. Spurred by seemingly diverse forces such as altered lifestyle expectations among residents and attending physicians, the quality/safety movement, and improved recognition of the evolution of effective educational techniques, the training of surgeons has become extraordinarily complex. Pressures on the educators to provide a more nurturing environment for the students while at the same time performing more clinical work to maintain the financial viability of the teaching institution threaten the ability to train the next generation of surgeons adequately. The traditional “see one, do one, teach one” paradigm of bygone years is no longer feasible; patients do not expect a partially trained and sleep-deprived resident to practice on them without supervision.
KeywordsRectal Prolapse Rectal Surgery Objective Structure Clinical Examination Residency Position Residency Review Committee
This chapter was written by Clifford L. Simmang and Richard K. Reznick in the previous version of this textbook.
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