Baker R C, Spence R A J, Boohan M, Dorman A, Stevenson M, Kirk S J, McGlade K
Centre for Medical Education 1st Floor Mulhouse Building. Mulhouse Road, BT12 6DP.
Ulster Med J. 2015 Jan;84(1):30-6.
Undergraduate surgery is at an important crossroads. Many departments report significant difficulties delivering effective teaching. Our student feedback indicated a dated surgical curriculum lacking structure, quality and uniformity. We report on a new "blended" approach employing a combination of professional DVDs, case based discussions, online material and traditional bedside teaching designed to provide structure, standardization, and equality of learning .
Year 4 students who had undertaken the new course and year 5 students who had participated in the traditional teaching programme were compared. Students completed a 20 item questionnaire about their experiences of the surgical teaching programme.
One hundred and seventy-one year 4 (70%) and 148 year 5 students (66%) responded. Domains relating to "Overall Satisfaction with the course", "Approval of innovative teaching methods and interactivity" and "Satisfaction with the clarity of course information" showed improvements when comparing the new and old programmes. However bedside teaching was not rated as highly in the new programme (p<0.05).
This blended approach has resulted in improved student understanding and engagement. The apparent compromise of bedside teaching may be a reflection of higher expectations. We believe that a similar blended approach has the potential to re-invigorate surgical teaching elsewhere.
本科外科教学正处于一个重要的十字路口。许多科室报告称在提供有效教学方面存在重大困难。我们学生的反馈表明，现有的外科课程陈旧，缺乏结构、质量和统一性。我们报告了一种新的“混合式”教学方法，该方法结合了专业DVD、基于病例的讨论、在线材料和传统的床边教学，旨在提供结构化、标准化和平等的学习体验。
对参加新课程的四年级学生和参加传统教学计划的五年级学生进行比较。学生们完成了一份关于他们外科教学计划体验的20项问卷。
171名四年级学生（70%）和148名五年级学生（66%）做出了回应。与“对课程的总体满意度”、“对创新教学方法和互动性的认可”以及“对课程信息清晰度的满意度”相关的领域在比较新旧课程时有所改善。然而，在新课程中床边教学的评分不高（p<0.05）。
这种混合式教学方法提高了学生的理解和参与度。床边教学明显受到影响可能反映了更高的期望。我们相信，类似的混合式教学方法有可能在其他地方重振外科教学。
