“See One, Do One, Teach One?” A Story of How Surgeons Learn

摘要: Becoming an expert surgeon is a grueling endeavor. It transformation that occurs over decades of observation, practice, and participation in the ever-changing world surgical work. How does trainee’s tortured path eventually lead to advanced technical skill, sharply honed thought processes, professional identification as surgeon? And how can educators help? Do traditional models learning (e.g., “See one, do teach one.”) prepare for complexity trainee development modern practice? Answering first question help address latter two. Toward this end, chapter employs latest theory surgeons learn describe journey trainees undertake when they embark on their quest expertise. begins by characterizing context, presenting legitimate participant work team, yet still learner subject constraints his autonomy needing supplemental training safely improve performance. The story continues describing expertise it reflected deepening profession. illustrates vital role educators, trainee, other care team members, teaching even technology play process, highlighting never-ending nature cooperative moral educating requires educational practices situated itself, external opportunities designed organized work, are adaptive change. This approach education much same way complex surgery—planfully, with heightened awareness commitment navigating uncertainty—so achieve success continuously.