Mentor-guided self-directed learning affects resident practice

Johnathon M. Aho, Raaj K. Ruparel, Elaina Graham, Benjamin Zendejas-Mummert, Stephanie F. Heller, David R. Farley, Juliane Bingener

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Objective Self-directed learning (SDL) can be as effective as instructor-led training. It employs less instructional resources and is potentially a more efficient educational approach. Although SDL is encouraged among residents in our surgical training program via 24-hour access to surgical task trainers and online modules, residents report that they seldom practice. We hypothesized that a mentor-guided SDL approach would improve practice habits among our residents. Design From 2011 to 2013, 12 postgraduate year (PGY)-2 general surgery residents participated in a 6-week minimally invasive surgery (MIS) rotation. At the start of the rotation, residents were asked to practice laparoscopic skills until they reached peak performance in at least 3 consecutive attempts at a task (individual proficiency). Setting Trainees met with the staff surgeon at weeks 3 and 6 to evaluate progress and review a graph of their individual learning curve. All trainees subsequently completed a survey addressing their practice habits and suggestions for improvement of the curriculum. Results By the end of the rotation, 100% of participants improved in all practiced tasks (p < 0.05), and each reported that they practiced more in this rotation than during rotations without mentor-guided SDL. Additionally, 6 (50%) residents reported that their skill level had improved relative to their peers. Some residents (n = 3) felt that the curriculum could be improved by including task-specific goals and additional practice sessions with the staff surgeon. Conclusions Mentor-guided SDL stimulated surgical residents to practice with greater frequency. This repeated deliberate practice led to significantly improved MIS skills without significantly increasing the need for faculty-led instruction. Some residents preferred more discrete goal setting and increased mentor guidance.

Original languageEnglish (US)
Pages (from-to)674-679
Number of pages6
JournalJournal of Surgical Education
Volume72
Issue number4
DOIs
StatePublished - Jul 1 2015

Fingerprint

Mentors
Learning
resident
Minimally Invasive Surgical Procedures
learning
Curriculum
Habits
surgery
Learning Curve
trainee
habits
staff
Practice (Psychology)
curriculum
Education
training program
instructor
instruction

Keywords

  • education
  • mentor
  • residents
  • self-directed learning
  • simulation

ASJC Scopus subject areas

  • Surgery
  • Education

Cite this

Aho, J. M., Ruparel, R. K., Graham, E., Zendejas-Mummert, B., Heller, S. F., Farley, D. R., & Bingener, J. (2015). Mentor-guided self-directed learning affects resident practice. Journal of Surgical Education, 72(4), 674-679. https://doi.org/10.1016/j.jsurg.2015.01.008

Mentor-guided self-directed learning affects resident practice. / Aho, Johnathon M.; Ruparel, Raaj K.; Graham, Elaina; Zendejas-Mummert, Benjamin; Heller, Stephanie F.; Farley, David R.; Bingener, Juliane.

In: Journal of Surgical Education, Vol. 72, No. 4, 01.07.2015, p. 674-679.

Research output: Contribution to journalArticle

Aho, JM, Ruparel, RK, Graham, E, Zendejas-Mummert, B, Heller, SF, Farley, DR & Bingener, J 2015, 'Mentor-guided self-directed learning affects resident practice', Journal of Surgical Education, vol. 72, no. 4, pp. 674-679. https://doi.org/10.1016/j.jsurg.2015.01.008
Aho JM, Ruparel RK, Graham E, Zendejas-Mummert B, Heller SF, Farley DR et al. Mentor-guided self-directed learning affects resident practice. Journal of Surgical Education. 2015 Jul 1;72(4):674-679. https://doi.org/10.1016/j.jsurg.2015.01.008
Aho, Johnathon M. ; Ruparel, Raaj K. ; Graham, Elaina ; Zendejas-Mummert, Benjamin ; Heller, Stephanie F. ; Farley, David R. ; Bingener, Juliane. / Mentor-guided self-directed learning affects resident practice. In: Journal of Surgical Education. 2015 ; Vol. 72, No. 4. pp. 674-679.
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abstract = "Objective Self-directed learning (SDL) can be as effective as instructor-led training. It employs less instructional resources and is potentially a more efficient educational approach. Although SDL is encouraged among residents in our surgical training program via 24-hour access to surgical task trainers and online modules, residents report that they seldom practice. We hypothesized that a mentor-guided SDL approach would improve practice habits among our residents. Design From 2011 to 2013, 12 postgraduate year (PGY)-2 general surgery residents participated in a 6-week minimally invasive surgery (MIS) rotation. At the start of the rotation, residents were asked to practice laparoscopic skills until they reached peak performance in at least 3 consecutive attempts at a task (individual proficiency). Setting Trainees met with the staff surgeon at weeks 3 and 6 to evaluate progress and review a graph of their individual learning curve. All trainees subsequently completed a survey addressing their practice habits and suggestions for improvement of the curriculum. Results By the end of the rotation, 100{\%} of participants improved in all practiced tasks (p < 0.05), and each reported that they practiced more in this rotation than during rotations without mentor-guided SDL. Additionally, 6 (50{\%}) residents reported that their skill level had improved relative to their peers. Some residents (n = 3) felt that the curriculum could be improved by including task-specific goals and additional practice sessions with the staff surgeon. Conclusions Mentor-guided SDL stimulated surgical residents to practice with greater frequency. This repeated deliberate practice led to significantly improved MIS skills without significantly increasing the need for faculty-led instruction. Some residents preferred more discrete goal setting and increased mentor guidance.",
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