Surgical Education

doi:10.1007/978-94-007-1682-7

Cited by 19 publications

(19 citation statements)

References 193 publications

(225 reference statements)

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“…It is well known that students participation in the OR and exposure to a role model create more interest in the field of surgery (Berman, Rosenthal, Curry, Evans, & Gusberg, 2008). Furthermore, the mentor and learning environment is an essential part of the deliberate practice concept (Ericsson, 2011). Our study shows that the students" average satisfaction differed between the four departments.…”

Section: Mentors and Exposure To The Real Settingmentioning

confidence: 68%

“…A recent study suggest that deliberate practice leads to superior quality of performance in junior surgeons (Hashimoto et al, 2015). However, the optimal performance metrics and assessment tools for expertise in surgery is not present in the literature (Ericsson, 2011;Stefanidis et al, 2015). In addition, consensus is not found in the debate regarding the optimal institutional and organizational setup for surgical training and education (Alderson, 2010;Forbes, Fitzgerald, & Birch, 2006;Fysh, 2012;McGreevy, 2005;Thomas, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…In addition to the student"s participation in effortful activities deliberate practice includes feedback from experts within the domain, tasks matching the competency level of the student, and an understanding of the long-term consequences (Ericsson, 2011). According to Ericsson, experts can be coaches or teachers who are trained in giving performance feedback to improve students" performance according to given tasks.…”

Section: Introductionmentioning

confidence: 99%

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Dream Team–The Case of an Undergraduate Surgical Talent Development Project

Jensen

Ljungmann

Christensen

et al. 2016

Journal of Education and Training Studies

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To be successful, a surgeon must master a variety of skills. To meet the high demand for surgical expertise, an extracurricular undergraduate project was launched. The extracurricular project consists of hands-on laparoscopic training and a mentorship programme. The project aims to find the best surgical talents among fourth-year medical students. The aim of the present paper is threefold: 1) to present the structure, i.e., the selection and training methods, of the Dream Team project; 2) to investigate the gender and grade distribution among the Dream Team students compared with their peers in medical school; and 3) to investigate the Dream Team students" evaluation of the project. Students (n=168) were satisfied with the 1-week course. This post-programme evaluation revealed a variation in satisfaction (n=68). The gender distribution on the Dream Team did not correlate with the gender distribution at the medical school. Dream Team students" grades showed variation, but generally matched the average grades obtained by medical school graduates. The 1-week extracurricular course increased students" interest in the surgical specialty. The role of the mentor was pivotal. Dream Team participants performed at an average level in medical school. Male students seemed to perform better in the laparoscopic tests.

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Section: Mentors and Exposure To The Real Settingmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Dream Team–The Case of an Undergraduate Surgical Talent Development Project

Jensen

Ljungmann

Christensen

et al. 2016

Journal of Education and Training Studies

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“…Concepts were sourced from a reference text 1 and coursework materials. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’.…”

Section: Methodsmentioning

confidence: 99%

Surgical education and adult learning: Integrating theory into practice

Rashid

2017

F1000Res

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Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

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“…A tal efecto y, para las primeras de ellas, el American Board of Internal Medicine desarrolló el Mini-CEX en 1995. [8][9][10][11] Se trata de un instrumento de evaluación estructurado con pacientes y situaciones reales en contextos variados y con dificultades diversas. El instrumento DOPS fue introducido en 2005, en el Reino Unido, por el United Kingdom Foundation Programme, como un recurso de evaluación de competencias quirúrgicas y técnicas específicas.…”

Section: Introductionunclassified

Evaluación de competencias clínicas y quirúrgicas de una Residencia de Ortopedia y Traumatología Infantil

Fernández¹,

Miranda²

2021

Rev. Asoc. Arg. Ort. y Traumatol

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Objetivo: Evaluar competencias profesionales de una residencia de Ortopedia y Traumatología Infantil. Instrumentos pedagógicos utilizados: Mini-Clinical Evaluation Exercise (Mini-CEX) y Direct Observation of Procedural Skills (DOPS) para competencias clínicas y quirúrgicas, respectivamente. Ambas evalúan la cúspide de la pirámide de Miller; se precisaron su confiabilidad y validez. Materiales y Métodos: Estudio observacional prospectivo de una cohorte de seis residentes de primero, segundo y tercer año quienes fueron evaluados por seis docentes en diversos contextos y situaciones reales: consultorio externo y de guardia, sala de internación, interconsultas, quirófano y sala de yesos. Resultados: Se realizaron 65 observaciones. Cada residente fue evaluado como media en 10 oportunidades por entre 3 y 6 docentes. Para las variables clínicas, en general, los residentes más antiguos obtuvieron valores sobresalientes y los residentes de primer año, valores satisfactorios. No hubo diferencias significativas para las competencias quirúrgicas globalmente, pero los residentes de tercer año fueron más competentes para resolver situaciones inesperadas. El coeficiente de Cronbach fue superior a 0,90. Conclusiones: Ambos instrumentos de evaluación tuvieron una elevada confiabilidad. El método estadístico permitió individualizar exactamente las fragilidades y fortalezas de la residencia. El coeficiente de Cronbach obtuvo un valor de alto impacto psicométrico.

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Surgical Education

Cited by 19 publications

References 193 publications

Dream Team–The Case of an Undergraduate Surgical Talent Development Project

Dream Team–The Case of an Undergraduate Surgical Talent Development Project

Surgical education and adult learning: Integrating theory into practice

Evaluación de competencias clínicas y quirúrgicas de una Residencia de Ortopedia y Traumatología Infantil

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