What are Learner and Instructor Preferences for Group Size and Composition for a Series of Synchronous Online Case Discussions for Upper Extremity Trauma Surgeons?

Roels, Nele; Ghidinelli, Monica; Cunningham, Michael; Bilici, Murat

doi:10.1080/21614083.2021.1993429

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…Yew et al believe that students’ participation in the interactive case activities can help students to actively construct knowledge, improve learning interest and learning engagement, and enhance learning performance (Yew & Yong, 2014 ). The targeted guidance of teachers also improves the learning experience and learning effect (Long & Koehler, 2021 ; Kim, 2022 ; Roels et al., 2021 ; Zhang et al., 2019 , 2022a ). Lock et al provide expert understandings of online discussions.…”

Section: Literature Reviewmentioning

confidence: 99%

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

Zhang

2023

Int J Educ Technol High Educ

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This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered online–offline hybrid teaching method, which adopts student-centered case-based teaching and online–offline case discussion in the postgraduate courses of computer science. The latest engineering cases are integrated into teaching and a case library is constructed. Taking the digital image processing course as an example, student-centered teaching allows students to choose what to learn and how to learn. Case-based teaching makes students better understand the application of theory of knowledge. It can introduce multiple perspectives, promote understanding and reflection on problems, and help students develop higher-level thinking, analysis, and synthesis skills. This study explores online–offline case discussion method in the student-centered teaching and proposes the principles of case design of postgraduate courses. Revised Bloom’s taxonomy is used for teaching assessment. The actual teaching effect shows that student-centered case-based teaching and online–offline case discussion have achieved better teaching effect.

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Section: Literature Reviewmentioning

confidence: 99%

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

Zhang

2023

Int J Educ Technol High Educ

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“…Future studies in orthopedics should explicitly address the concerns associated with the incomplete reporting of performance measures and the inadequate handling of missing data [43,64]. Surgeons from any curriculum level like case discussions [65]. They allow them to utilize the knowledge acquired from textbooks and literature in real-world situations.…”

Section: Avoid Inconclusive Reportsmentioning

confidence: 99%

Evidence-Based Surgery: What Can Intra-Operative Images Contribute?

Regazzoni,

Jupiter,

Liu

et al. 2023

JCM

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Evidence-based medicine integrates results from randomized controlled trials (RCTs) and meta-analyses, combining the best external evidence with individual clinical expertise and patients’ preferences. However, RCTs of surgery differ from those of medicine in that surgical performance is often assumed to be consistent. Yet, evaluating whether each surgery is performed to the same standard is quite challenging. As a primary issue, the novelty of this review is to emphasize—with a focus on orthopedic trauma—the advantage of having complete intra-operative image documentation, allowing the direct evaluation of the quality of the intra-operative technical performance. The absence of complete intra-operative image documentation leads to the inhomogeneity of case series, yielding inconsistent results due to the impossibility of a secondary analysis. Thus, comparisons and the reproduction of studies are difficult. Access to complete intra-operative image data in surgical RCTs allows not only secondary analysis but also comparisons with similar cases. Such complete data can be included in electronic papers. Offering these data to peers—in an accessible link—when presenting papers facilitates the selection process and improves publications for readers. Additionally, having access to the full set of image data for all presented cases serves as a rich resource for learning. It enables the reader to sift through the information and pinpoint the details that are most relevant to their individual needs, allowing them to potentially incorporate this knowledge into daily practice. A broad use of the concept of complete intra-operative image documentation is pivotal for bridging the gap between clinical research findings and real-world applications. Enhancing the quality of surgical RCTs would facilitate the equalization of evidence acquisition in both internal medicine and surgery. Joint effort by surgeons, scientific societies, publishers, and healthcare authorities is needed to support the ideas, implement economic requirements, and overcome the mental obstacles to its realization.

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Developing a Curriculum for Trauma and Orthopaedic Higher Surgical Trainees: Implementing Small Group Teaching in a Regional Programme

Walker,

Barrett-Lee,

Chowdhury

et al. 2024

Cureus

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Introduction Small group teaching strategies have been considered more efficient than didactic lectures in motivating trainees. There is a lack of studies focusing on the use of small group discussions for higher surgical training. The aims of the current study were to report the implementation of small group teaching and to move away from didactic lectures for a regional trauma and orthopaedics higher surgical trainee teaching programme. Methods Feedback from the teaching sessions was prospectively collected from trainees regarding the delivery of their surgical curriculum and meeting their training needs using formal feedback forms. Twenty-two consecutive regional teaching sessions were included in the analysis, twelve using a variety of teaching methods including didactic lectures, and ten sessions aiming to focus entirely on a small group format. Comparisons were then made between the two teaching formats. Results A weak correlation was found between the teaching feedback scores and the amount of the session comprised of the small group format as per the published schedules (rs = 0.296) and as rated by the trainees (rs = 0.061). There was a statistically significant positive correlation between the proportion of small group format teaching and how useful the trainees rated this for their education (rs = 0.597, p = 0.005). Conclusions The assessment of small group format teaching in higher surgical trainee education has not been previously reported. The current study shows that trauma and orthopaedics higher surgical trainee satisfaction with Fellowship of Royal College of Surgeons (FRCS) curriculum teaching has a significant correlation with a greater proportion of small group format.

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What are Learner and Instructor Preferences for Group Size and Composition for a Series of Synchronous Online Case Discussions for Upper Extremity Trauma Surgeons?

Cited by 3 publications

References 15 publications

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

Evidence-Based Surgery: What Can Intra-Operative Images Contribute?

Developing a Curriculum for Trauma and Orthopaedic Higher Surgical Trainees: Implementing Small Group Teaching in a Regional Programme

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