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Surgical Education Unveiled- Part-2- Didactic & Problem-Based Teaching.

Writer's picture: Selvaraj BalasubramaniSelvaraj Balasubramani


Surgical Education Unveiled- Part-2- Didactic & Problem-Based Teaching.


Welcome to the episode of our blog and podcast series, Mastering Surgical Education! This series is your ultimate guide to teaching and assessment methodologies in surgical training—a resource crafted for educators striving to inspire, and for students determined to excel.


I have written a book on Surgical Education unveiled. Throughout the 14 episodes on Surgical Education, we’ll explore the art and science of surgical education 2chapters at a time. From groundbreaking teaching methodologies to cutting-edge assessment tools, this series will provide actionable insights, practical examples, and innovative strategies tailored to surgical students and educators.


In this 2nd episode, we’ll begin by exploring 2 teaching methodologies didactic and Problem-based teaching.  We'll reflect on how teaching and assessing the surgeons of tomorrow can transform patient care and inspire a culture of continuous learning.


Whether you’re an experienced educator, a trainee in surgery, or someone passionate about the evolution of medical education, this series has something for you. Together, let’s build a learning environment that fosters excellence, inspires growth, and prepares the next generation to take on the ever-evolving challenges of the surgical profession.


So, grab your headphones or a quiet corner, and let’s embark on this journey together. Welcome to Mastering Surgical Education—where we unlock the future of surgical teaching, one episode with 2 chapters at a time.

Stay tuned!

 

Chapter 2: Didactic Teaching

Didactic teaching, often associated with traditional classroom-based lectures, has long been a cornerstone of surgical education. Despite the evolution of teaching methodologies, it remains an effective way to convey foundational knowledge, complex concepts, and theoretical frameworks. This chapter delves into the structure and methods of traditional lectures, explores their advantages and limitations, and provides actionable strategies to enhance engagement in classroom-based learning.

 

Section 2.1: Structure and Methods of Traditional Lectures

The traditional lecture remains one of the most widely used teaching methods in surgical education. Its structure and methods are critical to successfully delivering meaningful learning experiences.

 

Key Components of a Traditional Lecture:

Introduction: The lecture begins with an overview, outlining objectives and emphasizing key takeaways to orient learners.

Content Delivery: The body of the lecture involves the systematic presentation of topics, using visual aids such as slides, videos, or charts to clarify concepts.

Conclusion: Summarizing key points and linking them to practical applications ensures the lecture has a cohesive structure.

Common Methods Used:

Expository Approach: The teacher systematically presents information, focusing on clarity and organization.

Interactive Lectures: Incorporating audience questions, case-based discussions, or small group activities to foster active learning.

Multimedia Integration: Using videos, animations, or simulations to enhance understanding, especially for surgical procedures and anatomy.

Practical Example: A lecture on laparoscopic surgery can begin with a brief history, proceed to explain the principles and techniques, and conclude with case scenarios and a video demonstrating the step-by-step of the particular laparoscopic surgery.

 

Section 2.2: Advantages and Limitations of Didactic Teaching

Advantages:

Efficient Information Delivery: Allows educators to quickly cover a large volume of content, especially for a large audience.

Foundation for Further Learning: Provides a structured base of knowledge upon which practical skills can be built.

Adaptable Format: Can be tailored to include multimedia tools, case studies, or current research to keep content relevant.

Limitations:

Passive Learning: Traditional lectures often encourage passive knowledge absorption rather than active engagement.

Limited Individualization: They may not address the diverse learning needs or stages of all students.

Retention Challenges: Without interaction or application, learners may struggle to retain or apply the information effectively.

Actionable Recommendation: Incorporate audience response systems (e.g., polling apps or clickers) to gauge understanding and maintain attention during lectures.

 

Section 2.3: Enhancing Engagement in Classroom-Based Learning

Traditional didactic teaching can be revitalized by integrating strategies to foster engagement and active participation among learners.

Incorporate Active Learning Techniques:

•Use think-pair-share activities to encourage discussion and critical thinking.

•Pose real-world clinical problems for students to solve during the session.

Leverage Technology for Interaction:

•Use apps like Kahoot or Poll Everywhere to create quizzes or polls that test understanding in real-time.

•Incorporate short video clips or animations demonstrating surgical procedures.

Personalize the Learning Experience:

•Address common misconceptions or challenging concepts that students may struggle with.

•Encourage learners to share experiences or questions from clinical practice, making the lecture more relevant.

Practical Example: During a lecture on trauma surgery, the educator could present a case study of a patient with abdominal trauma and ask the audience to propose initial management steps. Responses can be collected via a live poll, fostering discussion.

 

Summary and Takeaways

This chapter underscores the value of didactic teaching as a foundational tool in surgical education while acknowledging its limitations in fostering active learning. By understanding the structure of traditional lectures and implementing strategies to engage learners, educators can enhance their teaching effectiveness.

Key Actionable Points

  1. Use a clear structure (introduction, content delivery, and conclusion) to ensure coherent lectures.

  2. Address the passive nature of traditional teaching by incorporating active learning techniques.

  3. Leverage technology and multimedia tools to make lectures more engaging and interactive.

Didactic teaching remains a vital component of surgical education when optimized for engagement and interaction. The insights from this chapter will empower educators to create dynamic, impactful learning environments that benefit students and enhance their overall educational experience.

 

Chapter 3: Problem-Based Learning (PBL)

Problem-based learning (PBL) is a student-centered teaching methodology that promotes critical thinking, collaborative learning, and the practical application of theoretical knowledge. It has gained prominence in surgical education for its ability to prepare learners for real-world challenges. This chapter explores the core principles of PBL in surgery, provides a step-by-step guide for developing and implementing PBL scenarios, and discusses its benefits and challenges.

 

Section 3.1: Core Principles of PBL in Surgery

PBL is grounded in specific principles that align with the demands of surgical education, emphasizing problem-solving, teamwork, and active learning.

 

Student-Centered Approach: In PBL, learners take the lead in exploring problems, gathering information, and proposing solutions, fostering independence and accountability.

Contextual Learning: Surgical problems serve as the starting point, connecting theoretical knowledge to clinical practice. For example, a scenario involving abdominal pain encourages students to integrate anatomy, pathology, and decision-making skills.

Collaborative Learning: Small group discussions allow students to share diverse perspectives, refine ideas, and develop interpersonal and communication skills critical for teamwork in surgery.

Facilitation Over Direct Teaching: Educators act as facilitators, guiding students through the problem-solving process rather than delivering content directly. This approach encourages critical thinking and active participation. Educators, usually a sage on the stage should act as a guide on the side.

Practical Example: A facilitator presents a case of a 25-year-old female with sudden onset of right lower quadrant abdominal pain and guides the group to explore differential diagnoses, workup strategies, and management options.

 

Section 3.2: Developing and Implementing PBL Scenarios

Creating effective PBL scenarios requires careful planning and alignment with learning objectives. Below is a step-by-step guide:

 

Step 1: Identify Learning Objectives

•Define what students should learn, such as recognizing symptoms of acute appendicitis or developing communication strategies for breaking bad news.

Step 2: Design the Clinical Scenario

•Use real-world surgical cases to craft scenarios.

•Ensure the problem is open-ended and stimulates inquiry.

Example: “A 45-year-old woman presents with a rapidly growing thyroid swelling and difficulty swallowing. Discuss your approach to diagnosis and management.”

 

Step 3: Structure the PBL Process

Phase 1: Problem Presentation

o   Provide students with initial patient details. Avoid giving too much information upfront to encourage inquiry.

Phase 2: Inquiry and Hypothesis Generation

o   Students brainstorm possible diagnoses, required investigations, and management steps.

Phase 3: Information Gathering

o   Assign research tasks and reconvene for group discussion.

·      Phase 4: Solution Development

o   Students synthesize their findings and present evidence-based solutions.

 

Step 4: Facilitate Group Dynamics

o   Ensure each member contributes, resolves conflicts, and stays on track.

o   Use guiding questions like, “What other possibilities should we consider?”

 

Step 5: Evaluate and Reflect

      Provide feedback on clinical reasoning, teamwork, and presentation skills. Encourage students to reflect on what they learned and areas for improvement.

 

Section 3.3: Benefits and Challenges of PBL

Benefits:

Promotes Active Learning: Students take ownership of their education, improving retention and application of knowledge.

Develops Problem-Solving Skills: PBL mirrors real-world surgical challenges, enhancing diagnostic and critical-thinking abilities.

Encourages Teamwork and Communication: Collaborative discussions build interpersonal skills vital for surgical practice.

Integrates Knowledge: Combines anatomy, pathology, and clinical practice, ensuring holistic understanding.

 

Challenges:

Time-Intensive: Preparing scenarios and facilitating sessions require significant time and effort from educators.

Resource-Dependent: PBL demands access to facilitators, group spaces, and clinical cases, which may strain institutional resources.

Varied Student Participation: Some students may dominate discussions, while others remain passive, reducing group effectiveness.

Assessment Difficulties: Evaluating individual contributions in a group setting can be challenging.

Actionable Recommendations:

  1. Educator Training: Provide faculty with workshops on effective PBL facilitation to ensure uniform quality.

  2. Balanced Groups: Assign diverse group members to encourage equitable participation and minimize dominance by assertive individuals.

  3. Hybrid Approach: Combine PBL with traditional methods like lectures or simulations to address its resource limitations.


Summary and Takeaways

PBL transforms surgical education by engaging students in active, collaborative, and contextual learning. By integrating real-world clinical scenarios into the learning process, PBL bridges the gap between theoretical knowledge and practical application.


Key Actionable Points

  1. Develop scenarios that align with clinical learning objectives and stimulate inquiry.

  2. Train educators to effectively facilitate PBL sessions and manage group dynamics.

  3. Address challenges like resource demands and participation disparities through thoughtful planning and hybrid methodologies.

This chapter equips educators with the tools to design and implement PBL sessions that prepare surgical trainees for the complexities of clinical practice while fostering essential skills in teamwork and critical thinking. 

This completes the second episode of Didactic and Problem-based Teaching. In the upcoming episodes up to the 7th episode we will discuss the various teaching methodologies and from the 8th to 14th episodes will discuss the various assessment methods. I hope it is useful to all academically oriented faculties and you all will enjoy this series of blogs and podcasts on Surgical Education. In our institution, we are regularly doing both didactic lectures and PBL classes. Some of the lecture classes, to incorporate active learning we have introduced the flip class model and PBL classes we are conducting as 2 days sessions- first-day brainstorming by the students what they need to know about the particular surgical problem or they have to formulate the learning objectives and then they have to learn and come for the 2nd session where the students discuss extensively on the learning outcomes. Throughout both sessions, the educator’s role is only as a facilitator.

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Don't let surgery intimidate you—conquer it with confidence!

Thank you for watching this episode on Surgical Education. Until we are going to meet in the next episode kindly watch all other episodes in this Surgical Educator Podcast on your downtime to easily obtain excellence in Surgery.

 

 Prof.Dr.SELVARAJ- Surgical Educator

Coimbatore, 641035, INDIA

 

 

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