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.
American Journal of Surgery
|December 3, 2014
Summary
A novel student-led (SL) surgical skills training approach fostered more peer collaboration and active learning compared to traditional instructor-led methods. This flexible, socially rich environment may enhance early residency skill development.
Area of Science:
- Medical Education
- Surgical Training
- Orthopedic Surgery
Background:
- Competency-based education and simulation are increasingly utilized in surgical skills curricula.
- A novel student-led learning paradigm was explored to enhance trainee participation while ensuring expert oversight.
Purpose of the Study:
- To investigate the effectiveness of a student-led learning paradigm in surgical skills training.
- To compare a student-led approach with traditional instructor-led training for orthopedic residents.
Main Methods:
- Twelve first-year orthopedic residents were randomized into student-led (SL) and instructor-led groups.
- Participants underwent an intensive, month-long, laboratory-based technical skills training course.
- A qualitative-description approach was employed for data analysis.
Main Results:
- Four key themes emerged: instructional style, feedback, collaboration, and self-efficacy.
- The SL group demonstrated increased peer assistance, feedback, and collaboration.
- More hands-on and active learning were observed in the SL group compared to the instructor-led group.
Conclusions:
- The student-led learning environment is flexible and socially rich.
- This approach may facilitate the development of both technical and nontechnical skills.
- Early skill development in residency may be enhanced, benefiting later clinical learning.
