Can effective pedagogy be ensured in minimally invasive surgery e-learning?
Ignacio Oropesa1, David Gutiérrez2, Magdalena K Chmarra3
1Biomedical Engineering and Telemedicine Centre (GBT), ETSI Telecomunicación, Center for Biomedical Technology, Universidad Politécnica de Madrid (UPM), Madrid, Spain.
Summary
This study demonstrates how the 3D pedagogy framework enhances e-learning for minimally invasive surgery (MIS) skills. Experts validated the model for structuring MIS training content and assessing learning outcomes.
Area of Science:
- Medical Education
- Surgical Training
- Educational Technology
Background:
- E-learning effectiveness in surgical training is limited without pedagogical models.
- Minimally invasive surgery (MIS) training faces challenges with technology-driven content delivery lacking pedagogical grounding.
Purpose of the Study:
- To demonstrate the application of the 3D pedagogy framework for developing e-learning in MIS.
- To structure learning outcomes and activities for MIS cognitive skills using a validated pedagogical model.
Main Methods:
- The 3D pedagogy framework was applied to create an e-learning course on Nissen fundoplication.
- Kolb's Experiential Learning Model informed the course design within the MISTELA platform.
- Thirteen MIS experts validated the course content and learning outcome assessment methods.
Main Results:
- Ten experts confirmed the suitability of the pedagogical model for content structuring in MIS e-learning.
- All experts agreed the course effectively assesses the intended learning outcomes for surgical skills.
Conclusions:
- The 3D pedagogy framework effectively adapts general e-learning platforms for MIS training.
- Validating the model across MIS skills and promoting explicit pedagogical foundations are key advancements for technology-enhanced learning (TEL).
