Can a One-day Workshop Alter Surgeons’ Teaching Practices?

• Published in: The American journal of surgery Vol. 175; no. 6; pp. 518 - 520
• Main Authors: Andriole, Dorothy A, Evans, Stephen R.T, Foy, Hugh M, Atnip, Robert G, Mancino, Anne T
• Format: Journal Article
• Language: English
• Published: New York, NY Elsevier Inc 01-06-1998; Elsevier
• Subjects: Biological and medical sciences; Education, Medical, Continuing; General Surgery - education; Humans; Medical sciences; Public health. Hygiene; Public health. Hygiene-occupational medicine; Teaching; Teaching. Deontology. Ethics. Legislation; Congress; Human; Professional experience; Improvement; Surgery; Short lasting; Occupational education; Statistical study; Public health; Surgeon
• ISSN: 0002-9610; 1879-1883
• DOI: 10.1016/S0002-9610(98)00077-4

Background: A 1-day workshop, consisting of five sections with small group discussions and opportunities for practical application of participants’ knowledge, was developed to enhance the teaching skills of practicing surgeons. Immediate and long-term follow-up surveys were completed by the participants.
Methods: Post-workshop evaluations were obtained from all participants who took the workshop; follow-up surveys were mailed 4 to 6 months later.
Results: Workshop quality was rated as good (25%) or excellent (75%) by all participants. Follow-up survey results indicated that many participants had rarely/never utilized cited references, looked for additional resources on specific topics, or referred to the section syllabus/handout materials provided during the workshop. However, 100% of the participant respondents reported that they had changed the way they teach as a result of their workshop attendance.
Conclusion: An abbreviated course on surgical education can result in long-term changes in the participants’ perceptions of their teaching practices. Further study is required to determine if these perceived changes in teaching practices, which the participants have directly attributed to their workshop attendance, have resulted in measurable improvement in their effectiveness and efficiency as teachers.