Instructor’s training workshop for Introduction to Surgery

Taller para formación de instructores de Introducción a la Cirugía
José Luis Jiménez Coronaa , Carmen Magdalena Peña Jiméneza , Ángel Daniel Santana Vargasb , Gabriela Millán Rosasc, Min Jeong Kim Kohd y Rubén Argüero Sáncheza

a Departamento de Cirugía, Facultad de Medicina, Universidad Nacional Autónoma de México (UNAM), Ciudad de México, México
b Dirección de Investigación, Hospital General de México, Ciudad de México, México
c Clínica de Trastornos del Sueño, Facultad de Medicina, Universidad Nacional Autónoma de México (UNAM), Ciudad de México, México
d Facultad de Medicina, Universidad Nacional Autónoma de México (UNAM), Ciudad de México, México

Recibido el 4 de noviembre de 2016; aceptado el 26 de mayo de 2017

Palabras Clave

Enseñanza; Aprendizaje; Educación Médica; Cirugía; México

Keywords

Teaching; Learning; Medical Education; Surgery; México


Abstract

Introduction: Literature reports the importance of teaching how to teach. There are many studies that mention that medicine students do not receive formal instruction to develop their teaching skills. Teaching training helps students to be better communicators because education is an essential aspect inside the doctor-patient relationship.

Objectives: To evaluate declarative and procedural development of third-grade students of the Bachelor’s degree in Medicine with a high academic performance, interested on surgery instruction that have taken the Instructor’s training workshop for Introduction to Surgery.

Method: The workshop was given at the end of the second year of the Bachelor’s, during the in between period. It contained 42 theoretical hours and 54 practical, 9 thematic units and 16 practical were reviewed, 1 selection test was applied, just as 4 theoretical-practical tests.

Results: During the 2012-2016 period, 225 students applied to assist to the workshop, 111 of them were selected to take it with a composition of 67 women (61%) and 44 men (39%); 78 of these students were awarded (45 women and 33 men) to become instructors of the subject.

Conclusions: Students manifested that the workshop fulfils its objectives and expectations, brings them learning-teaching strategies that promote team work and feminization on the workshop is highlighted.

Future proposal/Prospective vision: To design a complementary academic program for students interested on entering into the surgical residence, to apply an efficient-proved methodology as Pair Assisted Learning (PAL) that include a department-professor guidance with surgical practice and, to do a qualitative study with focus groups to dig into students perceptions based on their experience during the workshop.