A sustainable, peer-led teaching model for core trainees
نویسندگان
چکیده
Background: At a teaching hospital with large cohort of novice trainees each year, we supplemented monthly regional FRCA fortnightly small-group, local programme. Feedback collated before implementation the quality improvement project highlighted demand for teaching. We present sustainable, peer-led programme that is easy to run. Methods: The model used was based on Self Determination Theory,1 encourage trainee self-motivation in preparing academic demands core anaesthetics training. Primary syllabus broken down into topics and sub-topics designed be sufficiently ‘bite-sized’ trainees. Protected twice-monthly lasting half day allocated cover key topic. Sub-topics were attendance who given 45 min research their topics, regrouping back colleagues. A post-Primary facilitated discussions ensured explored appropriately throughout session. Facilitating permitted use Educational Development Time (EDT) lead these sessions. Results: pre-implementation 6 months post-implementation using Likert scale questionnaires. Some 100% felt small-group environment conducive learning. obtained from college tutors indicated worked well anaesthetists as it required active participation helped individuals develop skills necessary FRCA. It also noted aid rapport building between peer group—part hidden curriculum this Trainers intend continue future after positive results. Conclusion: Supplementing presented here has increased learner confidence, understanding, ability talk through difficult topics. feelings preparedness allowed independent, autonomous learning take place, senior guidance. both trainer been positive, supporting continuation All partaking engaged positively model, more likely carry out personal study outside teaching, would recommend incoming 1.Orsini C, Binnie VI, Wilson SL. J Educ Eval Health Prof 2016; 13: 19
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ژورنال
عنوان ژورنال: BJA open
سال: 2023
ISSN: ['2772-6096']
DOI: https://doi.org/10.1016/j.bjao.2023.100194