“Teaching the “Art” of Surgical Communication: What Novel Approaches to Faculty Development Can Bridge the Gap Between Knowing and Doing?”

Abstract

Teaching the ‘art’ of surgical communication, which encompasses nuanced skills such as empathy and navigating uncertainty, presents a significant challenge in medical education. While structured frameworks are well-taught, a persistent gap exists between knowing communication theory and applying it effectively in practice. This perspective argues that the critical barrier is not a deficit in communication models, but a ‘knowing-doing gap’ within surgical faculty, perpetuated by clinical pressures and the hidden curriculum. Closing this gap requires a fundamental reimagining of faculty development, moving beyond didactic instruction toward transformative, experiential learning. We propose 3 evidence-based directions: 1) deliberate practice using simulated scenarios combined with facilitated, reflective feedback to enhance self-awareness; 2) structured reflective practice through narrative medicine to cultivate empathy and perspective-taking; and 3) in situ peer observation and coaching to transfer skills directly into the clinical environment. By investing in these deep-seated developmental strategies, we can equip faculty to become masterful models of communication, thereby fostering a new generation of surgeons who are not only skilled technicians but also compassionate healers.