Effectiveness of surgical residents compared to surgical faculty in teaching trauma evaluation and management

Introduction Senior medical students learn trauma principles in a 90-min interactive teaching session based on the trauma evaluation and management module designed by the American College of Surgeons. However, the number of surgical faculty available to conduct these interactive small group sessions is limited. The goal of this study is to compare the effectiveness of surgical residents to that of surgical faculty in teaching trauma principles. Methods 53 senior medical students received trauma teaching from trauma faculty ( n = 22), trauma residents ( n = 21), or no teaching ( n = 10). Students were tested on cognitive trauma knowledge (20 multiple choice questions) and clinical trauma simulation (using objective structured clinical performance score). All students completed a 5-point subjective questionnaire. Results Students receiving trauma teaching outperformed students receiving no teaching in the knowledge test (mean 13.0 ± 3.6 standard deviation (SD) vs. 8.4 ± 2.4 SD, p < 0.05), while faculty and resident teaching outcomes were similar (mean 12.6 ± 3.0 SD vs. 13.4 ± 4.1, p = 0.45). Similarly, in the clinical trauma simulation, students receiving trauma teaching scored better (objective score mean 78% vs. 56%, p < 0.05), while there was no difference between faculty and resident teaching outcomes (objective score mean 77% vs. 80%, p = 0.52). In the subjective questionnaire, students who received trauma teaching rated themselves higher on a scale of 10 in trauma knowledge and skills than those who did not have formal teaching (mean 5.2 vs. 2.1, p < 0.05) as resident and attending teaching group ratings were similar. Conclusions Although small group discussions and increased simulation enhance undergraduate surgical trauma education, the number of faculty surgeons needed to fully incorporate these activities is limited. Objective and perceived effectiveness of teaching trauma management by surgical residents compared to trauma attendings is equivalent. This highlights the opportunity to incorporate residents into teaching roles to bridge the gap in undergraduate trauma education.

Reflective Practice on Movie Scene Performances: Exploring Our Teacher Efficacy

Reflective practice (RP) is an avenue to becoming an effective teacher. Collaborative dialogue on teaching practice increases critical engagement with RP and provides peer-support opportunities (Mann & Walsh, 2017). In this paper we describe how our use of collaborative RP sessions impacted our sense of teacher efficacy. Two classes of Japanese university students selected, practised, and performed three short extracts from movies. We aimed to develop pronunciation, fluency, and enjoyment and engagement with English. In three teaching cycles, we engaged in collaborative dialogue sessions to reflect on teaching, discussing achievement of class goals and planned changes. RP sessions were audio recorded, transcribed, and qualitatively analysed for themes of teacher efficacy. We believe that reflecting and sharing our teaching practices led to an increased sense of our own capacity to effect positive teaching outcomes. Additionally, our response to negative teaching outcomes suggested increased confidence in our ability to adapt our teaching practice in response. 省察的実践（RP）は、能力のある教師になるための手段である。教育実践に関して協働的な対話をすることで、省察的実践への取り組みが高まりピアサポートの機会が作られる（Mann & Walsh, 2017）。本稿では、協働的な省察的実践のセッションが教師効力感にどのような影響を与えるか考察する。2クラスの英語を学習している日本人大学生は３つの映画の抜粋を選び、練習し演じた。教師は発音、流暢さ、楽しさ、英語を使うことへの取り組みを重視するよう心がけた。３つの実践で、教師は協働的な対話に参加し、クラス目標の到達や変更すべき点について話し合いながら授業について振り返った。セッションを録音し、書き起こし、教師効力感に関して質的分析を行った。自分の教育実践を振り返り共有することで、プラスの教育効果を与える能力が向上する感覚につながることが明らかになった。また、マイナスの教育効果に対し自分の教育実践を受けとめる能力に自信を持てるようになった。

TYPES OF DIDACTIC MODELS OF THE LEARNING PROCESS

The article substantiates the possibility of increasing the effectiveness of the process of teaching any subject by means of its preliminary modeling. It has been proved that any didactic model consists of three blocks: organizational, which represents the stages of teaching; informative, which includes such links as: teaching objectives, elements of the major subject and components of the major subject content; procedural, which includes such links as: teaching methods, teaching aids, control of teaching outcomes. The form of interconnection of the named links shows that each previous link assumes the next one, and each subsequent link is based on the previous one. Their consistent implementation determines the dynamics of the teaching process. Such model has the properties of a system: INTEGRITY, manifested in the fact that a change in a link or their sequence will violate not only the logic of the teaching process, but will also suspend its implementation; HIERARCHY, manifested in the fact that the presented educational integrity is a structure of a higher level than its components; EMERGENCY, manifested in the fact that a simple sum of links will not lead to the dynamics of the teaching process; it is possible only with the fixed form of their relationship; FUNCTIONALITY, manifested in the fact that each link performs its own function, which proceeds from the function of the previous link, that, in its turn, determines the function of the next link; SYNERGY, manifested in the fact that none of the links can be a subject to bifurcation; otherwise, its destruction will lead to the destruction of the entire teaching process as a whole.