Surgical Education and the Longitudinal Model at the Columbia-Bassett Program

Charak, Gregory; Prigoff, Jake G.; Heneghan, Steven; Cooper, Shelby; Weil, Henry; Nowygrod, Roman

doi:10.1016/j.jsurg.2020.02.002

Cited by 5 publications

(5 citation statements)

References 6 publications

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“…No difference in technical skills. Technical skills, knowledge Learning by modelling, learning by instruction, learning by doing No Charak et al (2020) [ 31 ] Student, N = 128 General Knowledge test, Survey CT Self-report, Performance assessment National exam The students receiving the longitudinal curriculum outperformed the block students on the national shelf exam The longitudinal students were also more likely to learn directly from attending surgeons Non-technical skills, knowledge Learning by doing, learning by modelling Yes Harriman et al (2019) [ 32 ] Residents, N = 27 Urology The resident report card n/a Performance assessment (other report), self-report OSATS based objective competency assessment Standardized assessment can monitor performance over time and is beneficial for learning. Technical skills Learning by reflection, learning by doing Yes Kumins et al (2021) [ 33 ] Student, N = 221 General Knowledge test, survey, n/a Performance assessment, self-report, MCQ knowledge test and objective skill exam (GRS) Self-directed progressive video training is effective and improves technical skills and knowledge Technical skills, knowledge Learning by modelling, self-directed study No Peshkepija et al (2017) [ 34 ] Residents, N = 120 General Writing task n/a Self-report Qualitative content analysis, Summary statistics Meaningful self-reflection was initially unc...…”

Section: Resultsmentioning

confidence: 99%

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Pakkasjärvi,

Anttila,

Pyhältö

2024

BMC Med Educ

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Objective To map the landscape of contemporary surgical education through a competence framework by conducting a systematic literature review on learning outcomes of surgical education and the instructional methods applied to attain the outcomes. Background Surgical education has seen a paradigm shift towards competence-based training. However, a gap remains in the literature regarding the specific components of competency taught and the instructional methods employed to achieve these outcomes. This paper aims to bridge this gap by conducting a systematic review on the learning outcomes of surgical education within a competence framework and the instructional methods applied. The primary outcome measure was to elucidate the components of competency emphasized by modern surgical curricula. The secondary outcome measure was to discern the instructional methods proven effective in achieving these competencies. Methods A search was conducted across PubMed, Medline, ProQuest Eric, and Cochrane databases, adhering to PRISMA guidelines, limited to 2017–2021. Keywords included terms related to surgical education and training. Inclusion criteria mandated original empirical studies that described learning outcomes and methods, and targeted both medical students and surgical residents. Results Out of 42 studies involving 2097 participants, most concentrated on technical skills within competency-based training, with a lesser emphasis on non-technical competencies. The effect on clinical outcomes was infrequently explored. Conclusion The shift towards competency in surgical training is evident. However, further studies on its ramifications on clinical outcomes are needed. The transition from technical to clinical competence and the creation of validated assessments are crucial for establishing a foundation for lifelong surgical learning.

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Section: Resultsmentioning

confidence: 99%

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Pakkasjärvi,

Anttila,

Pyhältö

2024

BMC Med Educ

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“…Students and preceptors formed partnerships in patient care and in learning 60,88,96 . As a result, preceptors provided students with frequent and immediate feedback on their functioning 22,40,82,88 .…”

Section: Resultsmentioning

confidence: 99%

“…Students and preceptors formed partnerships in patient care and in learning. 60 , 88 , 96 As a result, preceptors provided students with frequent and immediate feedback on their functioning. 22 , 40 , 82 , 88 As preceptors witnessed student development over time, preceptors gained insight into their students' learning styles, interests, and strengths and limitations.…”

Section: Resultsmentioning

confidence: 99%

“…An ‘authentic and committed educational relationship’ is a key aspect of the educational alliance 99 . This is also seen in longitudinal rotation models in which both students and preceptors note that their mutual relationship is stronger and more intense in comparison with block rotation models, 22,40,44,48,50,52,53,59,79,88,89 allowing them to form a partnership in student learning 60,88,96 . The strong and intense mutual relationship allows for the development of a safe learning environment 22,60 .…”

Section: Discussionmentioning

confidence: 98%

“… 99 This is also seen in longitudinal rotation models in which both students and preceptors note that their mutual relationship is stronger and more intense in comparison with block rotation models, 22 , 40 , 44 , 48 , 50 , 52 , 53 , 59 , 79 , 88 , 89 allowing them to form a partnership in student learning. 60 , 88 , 96 The strong and intense mutual relationship allows for the development of a safe learning environment. 22 , 60 The safe learning environment is not only important for students to be able to show their strengths and weaknesses without compromising patient care 14 but also for preceptors to provide their students with sincere and constructive feedback 60 and to safely entrust the patients to their students.…”

Section: Discussionmentioning

confidence: 99%

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Longitudinal training models for entrusting students with independent patient care?: A systematic review

et al. 2021

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Objective The participation of students from both undergraduate medical education (UGME) and postgraduate medical education (PGME) in independent patient care contributes to the development of knowledge, skills and the professional identity of students. A continuing collaboration between students and their preceptor might contribute to opportunities for students to independently provide patient care. In this systematic review, we aim to evaluate whether longitudinal training models facilitate the independent practice of students and what characteristics of longitudinal training models contribute to this process. Method This systematic review was performed according to the PRISMA guidelines. In May 2020, we performed a search in three databases. Articles evaluating the impact of longitudinal training models on the independent practice of students from both UGME and PGME programmes were eligible for the study. A total of 68 articles were included in the study. Quality of the included studies was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). Results Both UGME and PGME students in longitudinal training models are more frequently allowed to provide patient care independently when compared with their block model peers, and they also feel better prepared for independent practice at the end of their training programme. Several factors related to longitudinal training models stimulate opportunities for students to work independently. The most important factors in this process are the longitudinal relationships with preceptors and with the health care team. Conclusion Due to the ongoing collaboration between students and their preceptor, they develop an intensive and supportive mutual relationship, allowing for the development of a safe learning environment. As a result, the professional development of students is fostered, and students gradually become part of the health care team, allowing them the opportunity to engage in independent patient care.

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On the brink of change: faculty and housestaff perceptions of surgical clerkship teaching

2022

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Surgical Education and the Longitudinal Model at the Columbia-Bassett Program

Cited by 5 publications

References 6 publications

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

What are the learning objectives in surgical training – a systematic literature review of the surgical competence framework

Longitudinal training models for entrusting students with independent patient care?: A systematic review

On the brink of change: faculty and housestaff perceptions of surgical clerkship teaching

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