Walker Lucy C, Barrett-Lee Joe, Chowdhury Alex, Stoneham Adam C, Davies Evan, Marsland Daniel
Trauma and Orthopaedics, Hampshire Hospitals NHS Foundation Trust, Basingstoke, GBR.
Trauma and Orthopaedics, Queen Alexandra Hospital, Portsmouth, GBR.
Cureus. 2024 Nov 18;16(11):e73936. doi: 10.7759/cureus.73936. eCollection 2024 Nov.
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.
引言 在激励学员方面，小组教学策略被认为比讲授式讲座更有效。目前缺乏针对高等外科培训中小组讨论运用的研究。本研究的目的是报告小组教学的实施情况，并在一个地区创伤与骨科高等外科培训项目中摒弃讲授式讲座。方法 通过正式反馈表，前瞻性地收集学员对教学课程的反馈，内容涉及外科课程的授课情况以及是否满足他们的培训需求。分析纳入了连续的22次地区教学课程，其中12次采用了包括讲授式讲座在内的多种教学方法，10次旨在完全采用小组形式。然后对两种教学形式进行比较。结果 根据已公布的时间表，教学反馈分数与小组形式在课程中所占比例之间存在弱相关性（rs = 0.296），学员评分的相关性也较弱（rs = 0.061）。小组形式教学的比例与学员对其教育价值的评分之间存在统计学上显著的正相关（rs = 0.597，p = 0.005）。结论 此前尚未有关于高等外科培训中学员教育的小组形式教学评估的报道。本研究表明，创伤与骨科高等外科培训学员对皇家外科医学院院士（FRCS）课程教学的满意度与更大比例的小组形式显著相关。
