See one, do one, teach one: A randomized controlled study evaluating the benefit of autonomy in surgical education - 04/01/19
, Melissa Stewart a , Timothy Harris b , Gregory Rives b , Christy Guth a , Jesse Ehrenfeld a , Kevin Sexton c , Kyla Terhune a Abstract |
Introduction |
"See one, do one, teach one" has represented the model for surgical education for over a century, however recent changes in education have reduced autonomy in training. The goal of this study was to assess the impact of autonomy on learning a procedural skill.
Methods |
Senior medical students were randomized and trained to performance a vascular anastomosis utilizing progressive autonomy vs. constant supervision. Performance was tested using videotaped technical grading and anastomotic pressure testing.
Results |
Mean baseline performance times and technical ratings were similar in both groups. Final completion times was faster in the autonomy group, 14:03min vs. 19:09min (p = 0.02). Final technical ratings were similar, 40.0 vs. 39.2points (max = 50), for each group and both demonstrated similar improvement in leak test against a standardized sample.
Conclusion |
Teaching a procedure, as a final step in graded autonomy, results in superior performance in timing while maintaining equal technical performance compared to trainees with less autonomy.
Le texte complet de cet article est disponible en PDF.Highlights |
• | Resident autonomy is declining in surgical education however the impact of this decline lacks objective study. |
• | Results demonstrate that increased autonomy improves speed without sacrificne gains in techinical performance. |
• | Autonomy in training may also result in better skill retention and long-term performance. |
Keywords : Surgical education, Autonomy, Teaching, Simulation
Plan
Vol 217 - N° 2
P. 281-287 - février 2019 Retour au numéro
Article précédent
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