Student-led learning: a new teaching paradigm for surgical skills.

Journal Article

BACKGROUND: Competency-based education and simulation are being used more frequently in surgical skills curricula. We explored a novel student-led learning paradigm, which allows trainees to become more active participants in the learning process while maintaining expert guidance and supervision. METHODS: Twelve first-year orthopedic residents were randomized to either a student-led (SL) or a traditional instructor-led group during an intensive, month-long, laboratory-based technical skills training course. A rigorous qualitative-description approach was used for analysis. RESULTS: Four prominent themes emerged: instructional style, feedback, peer and instructor collaboration, and self-efficacy. Compared with the instructor-led group, there was more peer assistance, feedback, collaboration, and hands-on and active learning observed in the SL group. CONCLUSIONS: The flexible and socially rich nature of the SL learning environment may aid in development of both technical and nontechnical skills early in residency and ultimately privilege later clinical learning.

Full Text

Duke Authors

Cited Authors

  • Hoogenes, J; Mironova, P; Safir, O; McQueen, SA; Abdelbary, H; Drexler, M; Nousiainen, M; Ferguson, P; Kraemer, W; Alman, B; Reznick, RK; Sonnadara, RR

Published Date

  • January 2015

Published In

Volume / Issue

  • 209 / 1

Start / End Page

  • 107 - 114

PubMed ID

  • 25454965

Electronic International Standard Serial Number (EISSN)

  • 1879-1883

International Standard Serial Number (ISSN)

  • 0002-9610

Digital Object Identifier (DOI)

  • 10.1016/j.amjsurg.2014.08.037

Language

  • eng