Effective Large Group Teaching for General Surgery

Tarras, Samantha L.; Thacker, Jock; Bouwman, David L.; Edelman, David A.

doi:10.1016/j.suc.2021.05.004

Cited by 3 publications

(1 citation statement)

References 39 publications

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“…Another limitation may include bias in our conclusions. As we attempted to categorize 70 studies into three underlying themes, our conclusions may have been broad [36,43,[48][49][50][52][53][54]59,61,69,82].…”

Section: Limitationsmentioning

confidence: 99%

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Alexander,

White,

Varol

et al. 2024

Education Sciences

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The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback.

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Section: Limitationsmentioning

confidence: 99%

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Alexander,

White,

Varol

et al. 2024

Education Sciences

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Virtual general surgery teaching for higher surgical trainees in the UK

O'Brien,

Natarajan,

Williams

et al. 2023

Bulletin

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Introduction Since 2020, postgraduate medical education has increasingly incorporated virtual teaching. In the Kent, Surrey and Sussex Deanery, teaching over 15 months was delivered via Zoom, with a secure recording provided retrospectively, covering the general surgery curriculum for higher specialty trainees. The primary aim of this study was to describe learner feedback. The secondary aim was to compare virtual with in-person teaching, with a view to guiding future teaching strategies. Methods Prospective feedback via Likert-rating satisfaction was combined with a summative web survey at close of programme (delivered during 2020-2021). Twenty-four (63%) of thirty-eight trainees responded. Live Zoom attendance and retrospective YouTube views were analysed. A literature search compared the results with existing studies that describe virtual surgical teaching. Results Two-thirds (69%) of participants were satisfied with the programme, no trainees were dissatisfied and 42% preferred virtual to in-person teaching. Satisfaction at close of programme was high (4.33/5) and not significantly different from satisfaction at the start of the programme (4.84/5). The majority (88%) found it relevant to career development. Commute and personal responsibilities were identified as barriers to virtual teaching, and there was no correlation between live and retrospective views. Three-quarters (79%) of trainees found virtual teaching at least as satisfactory as in-person teaching. Conclusions Satisfaction was maintained throughout the virtual programme, rated as better or at least as good as in-person teaching. However, reduced provision of in-person education during the study period confounds this feedback. There appears to be benefit in virtual surgical teaching but a blended approach is likely to be increasingly employed.

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Educational intervention promotes injury prevention adherence in club collegiate men’s lacrosse athletes

Gawrys

Wong

Parker

et al. 2023

Journal of Osteopathic Medicine

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Context Club sports are intercollegiate athletics that are student-led and not university-funded, many of which are without professional credentialing. Collegiate club athletes have an increased rate of injury compared to their NCAA counterparts. Education and implementation of stretching and strength training have demonstrated decreased rates of noncontact injuries. Objectives Educational intervention was given to club collegiate athletes to determine its effect on injury rates, perceived pain, and compliance toward injury-prevention practices. Methods Intramural collegiate athletes were educated on injury prevention that focused on targeted stretching. Surveys designed to assess the impact of the education were distributed to three men’s club lacrosse teams in Utah at the beginning and end of the season. The questions measured pain and time missed due to noncontact injury. Results Two-tailed unpaired t tests demonstrated p values <0.05 for: overall decreased levels of pain (p<0.0001); increased range of motion (ROM, p<0.0001); increased frequency of stretching the muscle groups psoas (p<0.0001), calves (p=0.0081), and piriformis (p<0.0001); decreased pain levels for the hamstring (p=0.0274); and increased frequency of stretching after practice (p<0.0001). Conclusions The increased frequency of stretching suggests increased compliance toward injury prevention practices. Decreased self-reported levels of overall pain, and decreased pain in the hamstring, show that the subjects surveyed in the sample reported less pain and increased time stretching at the end of the season compared with the beginning of the season. Educational intervention offers an affordable measure to provide club collegiate athletes with resources to reduce injury rates through athlete compliance to targeted stretches.

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Effective Large Group Teaching for General Surgery

Cited by 3 publications

References 39 publications

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Virtual general surgery teaching for higher surgical trainees in the UK

Educational intervention promotes injury prevention adherence in club collegiate men’s lacrosse athletes

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