Table 2 Quoted examples generated during discussion after viewing trigger videos of positive IOT styles surgeons wanted to adopt and negative styles they wanted to discard

∙ Make sure to remain interactive with the junior trainee during a case

∙ Continuous questioning to all learners in O.R.

∙ Empower resident to control and participate in the environment

∙ Avoid outside stresses

∙ Being better assistant (not getting distracted)

∙ Anticipate potential problems and situations

∙ Label my behaviour to resident (i.e., CanMEDS)

∙ Emphasize the professional role with regards to setting the tone in the OR

∙ Breakdown common cases into teachable components

∙ Quick chat to plan the steps of the surgery with the resident

∙ Explain decisions in OR

∙ Try to talk to residents more through difficult parts rather than take over

∙ Identify verbally, i.e., voice ‘learning moment’

∙ Outline expectations for different levels of learners

∙ Delegate different roles to different levels of training

∙ Let resident choose what to do if there is time constraint

∙ Reminder to time and book OR cases when working with trainees

∙ Asking resident to provide feedback to you as a teacher

∙ Better use of feedback/debriefing after case

∙ Invite feedback from trainees

∙ Pre- and post-case discussion with residents

∙ Understanding learner needs/expectations

∙ Be more explicit about key learning objectives for case

∙ Debrief about case post-op

∙ Go over teaching points

∙ Not engaging in the training or teaching

∙ Not promoting resident self-confidence

∙ Non-case-based discussion that may distract

∙ Being distracted by personal life issues

∙ Allowing frustration with sub-optimal instruments to affect mood/tone in OR

∙ Not speaking up for others

∙ Not advocating for trainees

∙ Not being polite to nursing staff

∙ No teaching plan for OR

∙ Allowing unprepared residents to proceed to OR

∙ Unprepared (to teach)

∙ Assuming residents know what I know/next steps

∙ Failure to communicate the thought process

∙ Poor communication with other members of the OR team

∙ Taking over with no explanation

∙ Ignoring medical students while teaching residents

∙ Minimizing role of junior learners/medical students

∙ Hierarchical downplay

∙ Projecting feelings of being rushed

∙ Thinking too much about time pressures

∙ More patience before taking over

∙ Silence—not giving feedback

∙ Eliminate negative banter, teasing or ridicule

∙ Criticism in OR that may embarrass resident

∙ Not making more time for feedback

∙ Blaming the learner

∙ Not debriefing at the end of case

∙ Not talking more pre/post and during case