E-Book, Englisch, 144 Seiten, ePub
ISBN: 978-3-13-258182-1
Verlag: Thieme
Format: EPUB
Kopierschutz: 6 - ePub Watermark
Identifying the learning needs of your students
Using videos, slides, implants, and instruments as teaching tools
Communicating effectively in an international setting
Encouraging active participation and teamwork
Evaluating the course for success and areas to improve
And much more!
Checklists, anecdotes, and illustrations highlight key points and make preparing and teaching a course simple and fun. A must for AO instructors, this text will also be of interest to any practitioner who educates residents, students, and beginning surgeons.
Zielgruppe
Ärzte
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
1 AO education—introduction
2 How to be a course chairman
3 How to run a discussion group
4 How to run a practical
5 How to be a table instructor
6 How to give a lecture
7 How to run an operating room personnel (ORP) course
8 Summary and future directions for AO education
Appendix—AO courses using cadaveric material
Authors Piet G de Boer, Joseph S Green 1 AO education—introduction
1 History
Education has been one of the most important aspects of the AO organization since its formation in 1958. The founders of AO recognized that they would be unable to successfully spread their principles and philosophy throughout the world unless they actively became involved in the education of their peers. AO courses commenced in Davos in 1960 and from the very first course, practical, hands-on skill training was an integral part of the AO educational endeavor. The AO pioneers also understood that patient care could be enhanced if education were offered not only to practicing surgeons but also to those ORP (operating room personnel) colleagues who assisted them in their operations. Hence, ORP education and surgeons’ education were linked in the earliest days of AO. Early AO courses had two elements—lectures and practicals. Lectures were traditionally given with dual 35 mm projection and had a relatively standard format. This consisted of an introduction followed by principles of the topic, copious clinical illustrations, and some results relating to the topic under discussion. Practicals were initially carried out using cadaveric bone and the instruments and implants needed for the surgery in real life. Plastic bones were introduced in the early 1970s. Videos were produced at an early stage to enhance the learning experience and table instructors were used to supervise the activities of the course participants. The characteristic way in which an AO practical ran was for the practical director to run the video in its entirety and then allow the participants to proceed with the practical under the critical gaze of their table instructors. AO teaching was spectacularly successful from its inception. The use of real instrumentation and implants and the use of plastic bone models were truly innovative in the educational field. The setting of the course in Davos was also an important part of the success of these early courses combining, as it did, the unique ambience of a Swiss ski resort in winter with access to the intellectual and research base of the organization. This educational format was successfully exported throughout the world and found widespread acceptance in many countries. In the early 1990s it became clear that the educational value of the courses might be improved, not so much by changing what was taught, as by changing the way in which education was delivered. David Pitts, PhD, a full-time professional educator was employed by the then President of AO International, Peter Matter, with a remit to try to improve the process of teaching delivered by AO on a worldwide basis. David Pitts worked closely with David Rowley, Professor of Orthopaedic Surgery at Dundee University, Scotland. David organized very successful educational seminars in Davos in the 1990s which resulted in widespread acceptance amongst those members present that improving the way in which we taught would significantly improve the learning outcomes for the course participants. In 1997 William M Murphy, FRCSI, Epsom, United Kingdom, James F Kellam, MD, North Carolina, USA, and Joe Schatzker, MD, Toronto, Canada, combined to produce the modular principles course, the first AO course which had a written syllabus and defined learning outcomes. The development of the principles course and the acceptance that teaching techniques were important began the second revolution in AO teaching. This book is designed to take that process one stage further. 2 Organization of the book
This book has been written to be used by existing and future AO faculty in order to enhance their skills in the many educational roles they play within AO and in their own practice setting. It is essentially a handbook on how to maximize the educational success of each AO course. The book is divided into chapters, each relating to a specific role within an AO course: Chapter 2—How to be a course chairman
Chapter 3—How to run a discussion group
Chapter 4—How to run a practical
Chapter 5—How to be a table instructor
Chapter 6—How to give a lecture Each chapter outlines the duties and responsibilities of the faculty member in each of the roles. Each chapter is divided into those tasks which must be completed before the course begins, those tasks which are to be undertaken during the precourse, those tasks which are to be undertaken during the course and, finally, what things need to be done after the course. Each chapter is written jointly by an experienced AO clinical educator and a professionally trained expert in educational research, theory, and practice. Each chapter aims, not only to give practical advice to those faculty members undertaking a particular role, but also to give those faculty members the theoretical rationale for the educational advice that is given. References are provided within each chapter to allow each individual to better understand the theoretical basis for the practice that is being advocated. The book is primarily to be used as a pragmatic handbook and not as an academic reference book for educational theory. It is hoped that reading a specific chapter will become standard practice before AO faculty undertake a given educational assignment within AO. A separate chapter—7 How to run an ORP course—is included to discuss the particular needs of ORP education within the existing AO course structure. Faculty teaching on ORP courses will need to read, not only this chapter, but also the chapter that relates to the individual tasks that they have been asked to perform within the course. ORP education, which has always been a keystone of AO educational activity, has many common points with physician education. However, there are also issues, particularly with regard to culture and gender, which give rise to unique challenges for ORP education throughout the world. The book concludes with chapter 8—a summary of the most important principles presented in the chapters and a look forward to the future with a discussion of five key development areas within AO education: self-assessment, practice-based learning, educational technology, quality improvement, and knowledge management tools. Two very important educational subjects are relevant to several of the chapters—audience response system (ARS) and evaluation. These will be discussed in this introductory chapter and are mentioned again within some sections of the remaining text. 3 Audience response system (ARS)
These systems are usually referred to as ARS and have been in existence for many years. ARS technology was developed to engage learners in the learning process during lectures by eliciting their responses to questions developed by the expert faculty. Until the 1990s ARS was a very expensive tool that was hard wired into a specific conference room or lecture hall. More recently, wireless electronic connections have developed and ARS has become mobile. These systems can be set up in any room and can be shipped all over the world. They have, therefore, become much more popular. The key advancement offered by these systems is that they allow for learner involvement in the education process. The theory of adult learning has shown that a passive educational setting, such as a lecture, does not facilitate learner involvement in the education process. Learners in lectures are less likely to actually learn what is being taught, less likely to retain what they might have learned, and certainly less likely to apply what they have learned in their practice setting. As one ancient Chinese proverb states, “Tell me and I shall forget, show me and I may remember, involve me and I will understand…”. In more recent times, the renown educator John Dewey in his landmark book in 1938 entitled the Theory of Inquiry wrote: “He has to see on his own behalf…the relation between means and methods employed and results achieved…nobody else can see for him and he can't see just by being told…”. Involvement of the course participants is now an integral part of the AO educational philosophy and is the reason why we stress the use of small groups, hands-on practical experiences, and, more recently, the use of ARS to enhance the lecture learning experience. The audience response system offers quick tabulations of audience responses for: Discussion. Speaker control of when and how responses are displayed. The addition of impromptu questions during the session. The ability to continue the session in an unplanned direction with participants. Participant anonymity. In addition, an ARS enables the lecturer to immediately obtain a more detailed assessment of participant demographics (to tailor the case presentation and discussion appropriately) and to gather evaluation data. How can ARS be used to facilitate learning, retention, and application to practice? There are several appropriate uses of this technology including: pre-post test of knowledge, pre-post attitude inventories, learner profiles, case studies, inserted questions, and comparison data. Pre-post test of knowledge The first use is for pre-post test of knowledge and the relevant question to ask is “What do the learners know?” In order to use the ARS effectively, the following suggestions need to be taken into consideration: Select most important concepts to be learned. Provide immediate feedback to learners. Assure results are...
