Impact of comprehensive teaching mode and trainer experience on teaching effect of basic surgical skill training

Abstract

Objective To study the impact of comprehensive teaching mode and trainer experience on teaching effect of surgical basic technique training. Methods The present study adopted 2×2 factorial design. Seventy surgical interns were randomly assigned to the control group adapting lecture-based learning and the experimental group was trained with the comprehensive teaching mode integrating lecture-based, problem-based and case-based learning. Each study group was further randomly divided into two subgroups with either resident or attending surgeon as trainers. Results The comprehensive teaching mode was superior to the control group in terms of quantitative subjectobject assessment and operation time consumption, especially for “willingness to pursue a career in surgery” “clinical reasoning” and “direction of future development”. Furthermore, except for “clinical reasoning”, the teaching effect of resident didn't show statistically significant difference with attending surgeon. Conclusions The comprehensive teaching mode exhibits better teaching effect as compared with the classoc lecture-based learning. The surgical resident is fully competent to serve as the trainer for surgical basic technique training program.

Keywords

• surgical teaching|lecture-based learning|problem-based learning|case-based learning|trainer experience