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Evaluation of a multidisciplinary faculty to support learning in surgical practice
Stephen Brigley1, Melanie Jasper
1School of Postgraduate Medical and Dental Education, Cardiff University, Wales, UK. sbrigley@gmail.com
Journal of Interprofessional Care
|June 15, 2010
Summary
The Theatre Faculty Project enhanced surgical education by fostering multidisciplinary awareness. The program improved understanding of implicit surgical practice, aiding learning, teaching, and assessment for surgical teams.
Area of Science:
- Medical Education
- Surgical Training
- Healthcare Professional Development
Background:
- Surgical practice involves implicit aspects influencing clinical judgment.
- Effective learning, teaching, and assessment in surgery require understanding these implicit elements.
- A multidisciplinary approach is beneficial for surgical education.
Purpose of the Study:
- To establish a multidisciplinary faculty for surgical education.
- To enhance understanding of implicit aspects in surgical practice.
- To improve the learning, teaching, and assessment of surgeons.
Main Methods:
- A qualitative evaluation of an education seminar program.
- Involved surgeons, operating theatre staff, and surgical trainees.
- Focused on personal study and workplace educational activities.
Main Results:
- Participants showed improved educational understanding.
- Increased multidisciplinary awareness was observed.
- Identified areas for program refinement, particularly for reflective writing and portfolio building.
Conclusions:
- The Theatre Faculty Project successfully improved educational understanding and multidisciplinary awareness.
- Program refinements are needed to support surgeons with reflective writing and portfolio development.
- Sustaining and expanding the program requires Trust management support and integration into organizational structures.
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