A pilot study examining experiential learning vs didactic education of abdominal compartment syndrome

Saraswat, Anju; Bach, John A.; Watson, William D.; Elliott, John O.; Dominguez, Edward P.

doi:10.1016/j.amjsurg.2016.07.011

Cited by 9 publications

(4 citation statements)

References 22 publications

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Section: Knowledge Acquisitionmentioning

confidence: 99%

“…Most programs rely heavily on the traditional lecture as a main medium for transferring knowledge about dialysis despite the fact that it has been established as ineffective tool for this task. 10,11 Despite this, because didactics allow information to be easily divided into topics and given in relatively short, defined sessions, they will likely remain the base of clinical education upon which other teaching methods should be added. During fellowship orientation, before fellows are responsible for indirectly supervised patient care, high-yield topics should be covered during a "crash course" to get the fellows to the point where they can function on service.…”

Section: Knowledge Acquisitionmentioning

confidence: 99%

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Sharing innovations to enhance renal fellow education in dialysis

Maursetter

Prince

Yuan

et al. 2018

Seminars in Dialysis

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Dialysis care is an integral part of the practice of nephrology. Despite this, education of fellows in providing dialysis often remains rudimentary, relying on a combination of didactics and learning through experience. This runs the risk of training nephrologists who can provide dialysis care without truly being experts on the subject. In this article, a collection of novel or innovative teaching methods is presented that are meant to provide training programs with additional tools with which to improve the training of their fellows in dialysis.

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Section: Knowledge Acquisitionmentioning

confidence: 99%

Section: Knowledge Acquisitionmentioning

confidence: 99%

Sharing innovations to enhance renal fellow education in dialysis

Maursetter

Prince

Yuan

et al. 2018

Seminars in Dialysis

View full text Add to dashboard Cite

show abstract

“…In cost-conscious training programs, understanding the learning dynamics of the group can guide the selection of the most appropriate and ultimately cost-effective means of curriculum delivery. For example, regular integration of experiential learning may favour lasting knowledge retention and technical skill development in surgical trainees (15)(16)(17). Practical examples of experiential learning include case-based or problem-based scenarios, videos, practical simulation, cadaver or model-based skills labs, and practice oral examinations.…”

Section: Discussionmentioning

confidence: 99%

The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

Boehm¹,

McGuire²,

Samargandi³

et al. 2019

UOJM

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Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent). Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners. Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

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“…This is especially true in procedure-based specialties like surgery, in part due to the need to teach procedural in addition to cognitive skills to trainees [2][3][4]. It is well established that experiential learning, if feasible, is far more efficient than passive learning [8][9][10][11][12] but this approach relies on longitudinal mentorship and active interactions between learners and faculty.…”

Section: Introductionmentioning

confidence: 99%

See one, do one, teach one: a flipped classroom to make quality improvement experiential in surgical residency

et al. 2022

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Purpose We aimed to improve resident knowledge and engagement in quality improvement by developing a longitudinal experiential curriculum for all years of residency. We aimed to develop a flipped classroom in which content teaching happened prior to each session via short instructional videos the author team created, to maximize learner-faculty interactions around QI applications to real-world problems. Methods Five 70-min interactive flipped-classroom sessions were devoted to the curriculum over a 12-month period. To evaluate the effect of the curriculum on resident knowledge, we used previously validated tools to assess QI skills and knowledge. We used both the Quality Improvement Knowledge Assessment Tool (QIKAT) and the QI self-assessment questionnaire of QI proficiency. The study was conducted at a large academic quaternary care center. All residents in the Department of Surgery at an academic teaching institution were involved by attending the surgical education sessions at the regularly scheduled time. Results Two distinct QI projects were developed and implemented through the QI curriculum. These projects were both successful locally and generated academic productivity for the residents. We found an increase in QI self-assessment qualities which were statistically significant in the domains of knowledge and skills. Using the QIKAT, we found a non-statistically significant increase in knowledge after the intervention. Conclusions The QI curriculum developed for surgical residents has been successful in engaging residents in QI on an annual basis, improving QI knowledge and skills and has persisted in the official residency education schedule past its inaugural year.

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A pilot study examining experiential learning vs didactic education of abdominal compartment syndrome

Cited by 9 publications

References 22 publications

Sharing innovations to enhance renal fellow education in dialysis

Sharing innovations to enhance renal fellow education in dialysis

The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

See one, do one, teach one: a flipped classroom to make quality improvement experiential in surgical residency

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