Year: 2017
Type: dissertation
Abstract: There has been a huge change in both undergraduate and postgraduate training over the last \n20 years. This has been due to a number of issues, including a desire for greater transparency, \nan emphasis on quality of training, and a desire to streamline training with a consequent drop \nin training hours available and a need to optimise every training opportunity to the maximum. \nThis has led to an increased emphasis on quality of teaching and a recognition of the \nimportance of timely and pertinent feedback. Within surgery there has been the creation of a \nnew curriculum. This places competency based training at its centre and incorporates \nWorkplace Based Assessments (WBAs) as a key component of proving competency. Their \nuse has been accepted with some misgivings. \nFurther, the reduction in training hours has led to a need to supplement hours spent \n“working” with alternative training mechanisms. Simulation has been increasingly favoured, \nbut much work needs to be done to ensure appropriate training and appropriate feedback can \nbe obtained from simulators. \nBoth quantitative and qualitative research strategies have been employed to determine the \nchanges in training that have occurred, their impact and how stakeholders can view the \nimplementation of different feedback mechanisms. \nThe findings have demonstrated an appreciation for the use of WBAs, albeit with a number of \nreservations including concerns regarding validity and reliability and sufficient opportunity \nfor their completion. The papers included have also demonstrated that effective feedback \nfrom simulated training is possible and that self-evaluation is as effective as having expert \ntuition for simple tasks. \nTraining for technical skills has evolved from the historic “see one, do one, teach one” \nmodel and now requires high-quality and validated training and feedback. Studies into how \nbest this can be provided will continue to change as the learning environment changes. \n
Author: Alexander W. Phillips
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2955056046