Exploring surgical and clinical skills learning in postgraduate and undergraduates

Phillips, Alexander (2017) Exploring surgical and clinical skills learning in postgraduate and undergraduates. Doctoral thesis, University of East Anglia .

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Abstract

There has been a huge change in both undergraduate and postgraduate training over the last
20 years. This has been due to a number of issues, including a desire for greater transparency,
an emphasis on quality of training, and a desire to streamline training with a consequent drop
in training hours available and a need to optimise every training opportunity to the maximum.
This has led to an increased emphasis on quality of teaching and a recognition of the
importance of timely and pertinent feedback. Within surgery there has been the creation of a
new curriculum. This places competency based training at its centre and incorporates
Workplace Based Assessments (WBAs) as a key component of proving competency. Their
use has been accepted with some misgivings.
Further, the reduction in training hours has led to a need to supplement hours spent
“working” with alternative training mechanisms. Simulation has been increasingly favoured,
but much work needs to be done to ensure appropriate training and appropriate feedback can
be obtained from simulators.
Both quantitative and qualitative research strategies have been employed to determine the
changes in training that have occurred, their impact and how stakeholders can view the
implementation of different feedback mechanisms.
The findings have demonstrated an appreciation for the use of WBAs, albeit with a number of
reservations including concerns regarding validity and reliability and sufficient opportunity
for their completion. The papers included have also demonstrated that effective feedback
from simulated training is possible and that self-evaluation is as effective as having expert
tuition for simple tasks.
Training for technical skills has evolved from the historic “see one, do one, teach one”
model and now requires high-quality and validated training and feedback. Studies into how
best this can be provided will continue to change as the learning environment changes.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Medicine and Health Sciences
Depositing User:	Zoe White
Date Deposited:	27 Feb 2019 11:14
Last Modified:	27 Feb 2019 11:14
URI:	https://ueaeprints.uea.ac.uk/id/eprint/70024
DOI:

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