Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768411
Title: Exploring surgical and clinical skills learning in postgraduate and undergraduates
Author: Phillips, Alexander
ISNI:       0000 0004 7654 0310
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2017
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768411  DOI: Not available
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