The learning preferences of aspiring orthopaedic surgeons in the UK

Author:

Shanmuganathan Kanatheepan1,Liang Kaifeng2,Vignaraja Vikramman3,Galloway Richard4,Chandrakumar Charmilie5

Affiliation:

1. Department of Orthopaedic Surgery, Broomfield Hospital, Mid and South Essex NHS Foundation Trust, London, UK

2. Department of General Surgery, North Middlesex University Hospital, London, UK

3. Department of Orthopaedic Surgery, Princess Royal University Hospital, Orpington, UK

4. Department of Orthopaedic Surgery, Barnet Hospital, Royal Free London NHS Foundation Trust, Barnet, UK

5. Department of Orthopaedic Surgery, Great Western Hospital, Swindon, UK

Abstract

Background/aims The workload of orthopaedic trainees is rapidly increasing at the expense of training. Trainees are expected to assimilate large quantities of information efficiently. This prospective cohort study explores the learning styles, resource preferences and educational needs of aspiring orthopaedic trainees. Method A 21-item questionnaire was distributed to delegates of an orthopaedic teaching series. Data were obtained pertaining to demographics, visual, aural, read/write and kinaesthetic learning styles, study materials used and teaching exposure. Results Participants had a strong preference for visual (48.0%) and kinaesthetic (43.0%) learning modalities. Most participants prepared for written exams using online question banks (85.9%), clinical exams using question banks (37.5%) and discussion with colleagues (27.3%), and surgical procedures intraoperatively (43.8%). Only 12.4% of participants felt the teaching they received was consistently adapted to their visual, aural, read/write or kinaesthetic learning preference. Conclusions The surgical landscape is rapidly changing. It is vital that trainers take into consideration how budding orthopaedic surgeons learn and make the relevant accommodations, to ensure optimal learning.

Publisher

Mark Allen Group

Subject

General Medicine

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