Student-led learning: A new teaching paradigm for surgical skills

American Journal of Surgery

Volumn 209, Issue 1, 2015, Pages 107-114

  Hoogenes, Jen ^a   Mironova, Polina ^b,c   Safir, Oleg ^b,c   McQueen, Sydney A ^a   Abdelbary, Hesham ^b,c,d   Drexler, Michael ^c,e   Nousiainen, Markku ^b   Ferguson, Peter ^b,c   Kraemer, William ^b   Alman, Benjamin ^b   Reznick, Richard K ^d,f   Sonnadara, Ranil R ^a,b,c  

^a MCMASTER UNIVERSITY   (Canada)

^b UNIVERSITY OF TORONTO   (Canada)

^c MOUNT SINAI HOSPITAL   (Canada)

^d UNIVERSITY OF OTTAWA   (Canada)

^e TEL AVIV SOURASKY MEDICAL CENTER   (Israel)

^f QUEEN S UNIVERSITY   (Canada)

Author keywords

Competency based education; Non technical skills; Residency; Residents; Surgical education; Surgical simulation

Indexed keywords

ADULT; ARTICLE; CLINICAL COMPETENCE; CONTENT ANALYSIS; CONTROLLED STUDY; FEMALE; HUMAN; INSTRUCTOR LED TRAINING; LEARNING ENVIRONMENT; MALE; ORTHOPEDIC SURGEON; QUALITATIVE ANALYSIS; RANDOMIZED CONTROLLED TRIAL; RESIDENT; SELF CONCEPT; STUDENT LED TRAINNG; SURGICAL TRAINING; ADAPTIVE BEHAVIOR; CANADA; COMPARATIVE STUDY; COOPERATION; CURRICULUM; EDUCATION; EDUCATIONAL MODEL; MEDICAL EDUCATION; ORTHOPEDICS; PROCEDURES;

ADULT; CLINICAL COMPETENCE; COMPETENCY-BASED EDUCATION; COOPERATIVE BEHAVIOR; FEEDBACK, PSYCHOLOGICAL; FEMALE; HUMANS; INTERNSHIP AND RESIDENCY; MALE; MODELS, EDUCATIONAL; ONTARIO; ORTHOPEDICS; SELF EFFICACY;

EID: 84915750375     PISSN: 00029610     EISSN: 18791883     Source Type: Journal    
DOI: 10.1016/j.amjsurg.2014.08.037     Document Type: Article

References (40)

1. B.D. Hodges A tea-steeping or i-Doc model for medical education? Acad Med 85 2010 S34 S44
2. Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirements 2013 1 22 Available at https://www.acgme.org/acgmeweb/Portals/0/PFAssets/ProgramRequirements/CPRs2013.pdf Accessed May 5, 2014
3. R.H. Bell, T.W. Biester, and A. Tabuenca Operative experience of residents in US general surgery programs: a gap between expectation and experience Ann Surg 249 2009 719 724
4. V.N. Naik, A.K. Wong, and S.J. Hamstra Review article: leading the future: guiding two predominant paradigm shifts in medical education through scholarship Can J Anesth 59 2012 213 223
5. J.R. Frank The CanMEDS 2005 Physician Competency Framework 2005 The Royal College of Physicians and Surgeons of Canada Ottawa 1 11
6. S.R. Swing The ACGME outcome project: retrospective and prospective Med Teach 29 2007 648 654
7. R.F. McKee The Intercollegiate Surgical Curriculum Programme (ISCP) Surgery (Oxford) 26 2008 411 416
8. R.M. Harden, J.R. Crosby, and M.H. Davis AMEE Guide No.14: outcome-based education: part 5-from competency to meta-competency: a model for the specification of learning outcomes Med Teach 21 1999 546 552
9. R.K. Reznick, and H. MacRae Teaching surgical skills - changes in the wind N Engl J Med 355 2006 2664 2669
10. D.A. Cook Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis Med Teach 35 2013 e867 e898
11. R. Brydges, A. Dubrowski, and G. Regehr A new concept of unsupervised learning: directed self-guided learning in the health professions Acad Med 85 2010 S49 S55
12. K.A. Ericsson An expert-performance perspective of research on medical expertise: the study of clinical performance Med Educ 41 2007 1124 1130
13. R. Brydges, H. Carnahan, and O. Safir How effective is self-guided learning of clinical technical skills? It's all about process Med Educ 43 2009 507 515
14. M.H. Murad, F. Coto-Yglesias, and P. Varkey The effectiveness of self-directed learning in health professions education: a systematic review Med Educ 44 2010 1057 1068
15. D.L. Butler, and P.H. Winne Feedback and self-regulated learning: a theoretical synthesis Rev Educ Res 65 1995 245 281
16. R.R. Sonnadara, S. Garbedian, and O. Safir Toronto Orthopaedic Boot Camp III: examining the efficacy of student-regulated learning during an intensive laboratory-based surgical skills course Surgery 154 2013 29 33
17. B.J. Zimmerman Attaining self-regulation: a social cognitive perspective M. Boekaerts, P.R. Pintrich, M. Zeidner, Handbook of Self-regulation 2000 Academic Press San Diego 13 39
18. R.R. Sonnadara, A. van Vilet, and O. Safir Orthopedic boot camp: examining the effectiveness of an intensive surgical skills course Surgery 149 2011 745 749
19. R.R. Sonnadara, S. Garbedian, and O. Safir Orthopaedic Boot Camp II: examining the retention rates of an intensive surgical skills course Surgery 151 2012 803 807
20. S. Jarvis-Selinger, D.D. Pratt, and G. Regehr Competency is not enough: integrating identity formation into the medical education discourse Acad Med 87 2012 1185 1190
21. B. Sharma, A. Mishra, and R. Aggarwal Non-technical skills assessment in surgery Surg Oncol 20 2010 169 177
22. R.H. Flin, P. O'Connor, and D.M. Crichton Safety at the Sharp End: A Guide to Non-technical Skills 2008 Ashgate Publishing, Ltd Hampshire 340
23. S. Poindexter Assessing active alternatives for teaching programming JITE-Research 2 2003 257 265
24. K.J. Topping Trends in peer learning Educ Psychol 25 2005 631 645
25. M. Sandelowski Focus on research methods - whatever happened to qualitative description? Res Nurs Health 23 2000 334 340
26. P. Ferguson, W. Kraemer, and M. Nousiainen Three-year experience with an innovative modular competency-based curriculum for orthopaedic training J Bone Joint Surg Am 95 2013 e166:1-6
27. N. Britten Qualitative interviews in medical research BMJ 311 1995 251 253
28. J. Sandars, M. Homer, and G. Pell Web 2.0 and social software: the medical student way of e-learning Med Teach 30 2008 308 312
29. B. Zimmerman, and M. Martinez-Pons Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use J Educ Psychol 82 1990 51 59
30. J. Michael Where's the evidence that active learning works? Adv Physiol Educ 30 2006 159 167
31. B.J. Zimmerman Self-regulated learning and academic achievement: an overview Educ Psychol 25 1990 3 17
32. K.M. Keetch, and T.D. Lee The effect of self-regulated and experimenter-imposed practice schedules on motor learning for tasks of varying difficulty Res Q Exerc Sport 78 2007 476 486
33. N. Jowett, V. LeBlanc, and G. Xeroulis Surgical skill acquisition with self-directed practice using computer-based video training Am J Surg 193 2007 237 242
34. M.E. Burbach, G.S. Matkin, and S.M. Fritz Teaching critical thinking in an introductory leadership course utilizing active learning strategies: a confirmatory study Coll Student J 38 2004 482 493
35. M. Albanese Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills Med Educ 34 2000 729 738
36. J. Goldie The formation of professional identity in medical students: considerations for educators Med Teach 34 2012 e641 e648
37. J.T. Shuval From "boy" to "colleague": processes of role transformation in professional socialization Soc Sci Med 9 1975 413 420
38. T. Varga-Atkins, P. Dangerfield, and D. Brigden Developing professionalism through the use of wikis: a study with first-year undergraduate medical students Med Teach 32 2010 824 829
39. R.L. Cruess, and S.R. Cruess Teaching professionalism: general principles Med Teach 28 2006 205 208
40. D.M. Irby, M. Cooke, and B.C. O'Brien Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010 Acad Med 85 2010 220 227