Journal of Surgical Simulation 2017; 4: 10 - 16

Published: 11 July 2017

DOI: https://doi.org/10.1102/2051-7726.2017.0003

Original article

Designing, developing and implementing a 2-year, simulation-embedded curriculum for junior surgical residents

Marina Yiasemidou, Andrew Kordowicz, Jonathan de Siqueira and Michael J. Gough
Corresponding author: Marina Yiasemidou, St. Jamesí University Hospital, Beckett Street, Clinical Science Building, Level 7 (7.26), Leeds LS7 9TF, UK. Email: m.yiasemidou@leeds.ac.uk

Abstract

Aim: To develop and implement a comprehensive, quality-assured, cost-effective curriculum for junior surgical residents (core surgical trainees) and to assess its face and content validity. Hypothesis: A 2-year, hands-on curriculum teaching technical and non-technical skills in an array of surgical specialties (general surgery, trauma and orthopaedics, paediatric surgery, urology and cardiothoracic surgery) is feasible, cost-effective and well received by residents. Methods: The population included core surgical trainees in Yorkshire and the Humber region. We designed a comprehensive core surgical training curriculum aiming to teach both technical and non-technical skills. To enhance the didactic impact of the curriculum, we introduced a multimedia channel and made free-style training in fully equipped education centres available to trainees. The implemented changes were evaluated prospectively by means of a questionnaire. Results: The curriculum designed included 54 topics from the UK Core Surgical Training syllabus in addition to five sessions with of non-technical skills scenarios. These were supplemented by a multimedia online channel and facilitation of free-style training in state-of-art centres. Trainees rated the curriculum using a 5-point Likert scale questionnaire (response rate, 88%). They found the curriculum to be fit for purpose for acquiring technical and non-technical skills (median, 5/5; interquartile 1st–3rd, 4–5) and viewed curriculum delivery positively (faculty, 5/5, 4–5; equipment, 5/5, 4–5). Conclusions: Simulation and technology-enhanced learning was well received by core surgical trainees. This is likely to be associated with the structured curriculum design, the quality assurance process overseen by the School of Surgery and the availability of appropriate faculty and infrastructure.

 

Keywords

medical education; simulation; training