Nicole, I wonder if you can help me with a common conundrum that we face in surgery.
Often we're working with a trainee, often a resident.
And a student may show up in the operating room.
We may not have had any previous exposure to that student, and
in fact we might not even see that student again.
But we'd like to do some teaching,
we're in the middle of a busy case, how should we approach that?
Was this a good example of how to do that?
>> Yeah. I think so.
I mean, I think the thing that was nice about this particular example
is that the resident clearly focused on one aspect of the case.
So he was focused on the lymph node and the dissection and
the anatomy of the pelvis.
And so having something in mind like that can be helpful.
Because yeah, you're going to have surprise learners every once in a while.
And so just having something, not necessarily a teaching script.
But at least a topic that you could focus on with those surprise learners could
be helpful.
>> Well I'm often, we may get accused of pimping students.
Particularly when we are asking about anatomy as I was watching this video,
it didn't really feel like pimping.
I don't know what your impression was but
maybe you could talk about the difference between pimping and what we just saw.
>> Yeah, so I and I'm not a surgeon so
this is a external observer's viewpoint about this.
To me pimping is when you are asking somebody
questions to the edge of the knowledge for the purpose of humiliating them for
not being properly prepared.