What has to happen though is that you as the expert have to help the learner
process, what do we do when bad things happen?
And that's what I liked about that is, that this was a calm
debriefing of something that was not what you intended to have happen.
>> Ideally after a debriefing like this,
in theory the mood can maybe change during the surgery and get back on course.
I feel like being objective is a good thing here.
I always worry about the learner feeling that they're taking the blame.
Because, of course, it's a shared experience in surgery.
Do you have any pearls for that?
[LAUGH] Any pearls of wisdom for teaching in that context?
>> Yeah, and I think that there's always the understanding
globally that whatever happens in the operating room
belongs to the attending, >> And
even if the learner was doing the thing that caused the problem,
the attending has the overarching responsibility.
And the attending is dancing a delicate dance.
Was there a point during which she could have said okay,
wait a minute, we need to do something different here?
Probably not.
And so, now it's just a matter of saying, okay, as an attending here's something
that I might have done in order to keep it from getting quite this far.
If you want to.
But I think it's important for
the learner to be able to reflect on what aspect of performance was his.