Training in Current Medical Education: Surgeons are Different from Their Medical Colleagues

Osborne, AJ; Hawkins, SC; James, Astrid; Pournaras, Dimitri J.; Pullyblank, Anne

doi:10.1308/147363512x13311314197176

Cited by 8 publications

(3 citation statements)

References 16 publications

(11 reference statements)

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“…(13,14) Studies in general surgery have shown that the predominant learning styles of surgical trainees is activist and pragmatist, i.e they learn by doing, involve themselves fully and without bias in new experiences, they try out new ideas, theories and techniques to see if they work. (13)(14)(15) Our study demonstrated that the main learning styles of surgeons are reflector and theorist, 90% and 80% respectively. These two learning styles were also predominant among physicians, 90% each.…”

Section: Discussionmentioning

confidence: 64%

Surgeons' Learning Style in Comparison to Their Medical Colleagues

Uraiqat¹,

Rubeihat²,

Alsudi³

2015

JRMS

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Objectives: To present the learning style of surgeons and compare it to their medical colleagues. Methods: This study was conducted at King Hussein Medical Center between 1-15/July 2014. An equal number of randomly selected surgeons and physicians received Honey and Mumford learning style questionnaire. The participants were asked to fill the questionnaire with their name initials, age, gender, specialty (surgeon or physician) and scientific medical level (specialist or consultant). The results between these two groups were compared using statistical methods. Results: A total number of 40 participants filled the questionnaire, 20 in each group. Thirty six (90%) were males, with a mean age of 37.6 years (SD ± 6.32). There were 7 consultants and 33 specialists. The majority (80-90%) of surgeons and physicians showed reflector and theorist learning styles. When grouping them into activist/ pragmatist, reflector/ theorist or mixed learning styles; 80% of surgeons and 90% of physicians demonstrated mixed learning style. Conclusion: Both surgeons and physicians demonstrated a mixed learning style. This means that doctors in both specialties use all four learning styles which inevitably will bring the best learning results. We suggest the application and appreciation of all learning styles in the surgical curriculum as the most educational and practical approach.

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Section: Discussionmentioning

confidence: 64%

Surgeons' Learning Style in Comparison to Their Medical Colleagues

Uraiqat¹,

Rubeihat²,

Alsudi³

2015

JRMS

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“…3 Although the present study did not specifically evaluate these factors, these characteristic converging and accommodating learning styles of surgical trainees may account for the residents in the present study preferring the new learning interface. Osborne et al 4 compared the learning styles of 27 surgical and 20 medicine trainees and found that surgical trainees had a significantly higher proportion of those that preferred active learning both demonstrations, examples, and self-assessed activities, whereas medicine trainees preferred styles that discussed instructions, debated management, and held regular formalized reflections.…”

Section: Innovative Teaching Strategies For Surgery Resident Education Sessions: Learner Preference Of Slide-based Presentations Versus Fmentioning

confidence: 99%

Innovative Teaching Strategies for Surgery Resident Education Sessions: Learner Preference of Slide-based Presentations versus Focused Study Guides

Awe

Ballard

Burger

et al. 2018

The American Surgeon

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Brief Reports should be submitted online to www.editorialmanager.com/ amsurg. (See details online under ''Instructions for Authors''.) They should be no more than 4 double-spaced pages with no Abstract or sub-headings, with a maximum of four (4) references. If figures are included, they should be limited to two (2). The cost of printing color figures is the responsibility of the author.In general, authors of case reports should use the Brief Report format.

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“…Honey and Mumford also identified learners as activists, reflectors, theorists and pragmatist style learners [ 11 ]. Not surprisingly surgical trainees are most commonly activists or pragmatists who learn through practical tasks and experiments [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training

et al. 2022

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Introduction Online teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated. Methods An international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event. Results 553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to “articulation” were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups. Discussion Online teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.

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Training in Current Medical Education: Surgeons are Different from Their Medical Colleagues

Cited by 8 publications

References 16 publications

Surgeons' Learning Style in Comparison to Their Medical Colleagues

Surgeons' Learning Style in Comparison to Their Medical Colleagues

Innovative Teaching Strategies for Surgery Resident Education Sessions: Learner Preference of Slide-based Presentations versus Focused Study Guides

Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training

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