Student-led learning: a new teaching paradigm for surgical skills
Jen Hoogenes1, Polina Mironova2, Oleg Safir2
1Department of Surgery, McMaster University, A. N. Bourns Science Building Room 131, 1280 Main Street West, Hamilton, Ontario, Canada L8S 4K1.
Background:
Competency-based education and simulation are being used more frequently in surgical skills curricula. We explored a novel student-led learning paradigm, which allows trainees to become more active participants in the learning process while maintaining expert guidance and supervision.
Methods:
Twelve first-year orthopedic residents were randomized to either a student-led (SL) or a traditional instructor-led group during an intensive, month-long, laboratory-based technical skills training course. A rigorous qualitative-description approach was used for analysis.
Results:
Four prominent themes emerged: instructional style, feedback, peer and instructor collaboration, and self-efficacy. Compared with the instructor-led group, there was more peer assistance, feedback, collaboration, and hands-on and active learning observed in the SL group.
Conclusions:
The flexible and socially rich nature of the SL learning environment may aid in development of both technical and nontechnical skills early in residency and ultimately privilege later clinical learning.
