See one, do one, teach one: A randomized controlled study evaluating the benefit of autonomy in surgical education. Am J Surg 2019 Feb;217(2):281-287
Date
11/14/2018Pubmed ID
30420092DOI
10.1016/j.amjsurg.2018.10.037Scopus ID
2-s2.0-85056372824 (requires institutional sign-in at Scopus site) 11 CitationsAbstract
INTRODUCTION: "See one, do one, teach one" has represented the model for surgical education for over a century, however recent changes in education have reduced autonomy in training. The goal of this study was to assess the impact of autonomy on learning a procedural skill.
METHODS: Senior medical students were randomized and trained to performance a vascular anastomosis utilizing progressive autonomy vs. constant supervision. Performance was tested using videotaped technical grading and anastomotic pressure testing.
RESULTS: Mean baseline performance times and technical ratings were similar in both groups. Final completion times was faster in the autonomy group, 14:03min vs. 19:09min (p = 0.02). Final technical ratings were similar, 40.0 vs. 39.2points (max = 50), for each group and both demonstrated similar improvement in leak test against a standardized sample.
CONCLUSION: Teaching a procedure, as a final step in graded autonomy, results in superior performance in timing while maintaining equal technical performance compared to trainees with less autonomy.
Author List
LeCompte M, Stewart M, Harris T, Rives G, Guth C, Ehrenfeld J, Sexton K, Terhune KAuthor
Jesse Ehrenfeld MD, MPH Sr Associate Dean, Director, Professor in the Advancing a Healthier Wisconsin Endowment department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
Anastomosis, SurgicalClinical Competence
Computer Simulation
Curriculum
Education, Medical, Graduate
Educational Measurement
Female
General Surgery
Humans
Internship and Residency
Learning
Male
Personal Autonomy
