The Ambush Teaching Method: A Novel Teaching Approach Through Subversion of Expectations and Anonymous Peer Review

IF 2.1 3区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Surgical Education Pub Date : 2025-05-01 DOI:10.1016/j.jsurg.2025.103522

Stefan Dimou BBiomed, MBBS, MSurg

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引用次数: 0

Abstract

Objective

The Ambush Teaching Method (ATM) is a novel educational approach designed to enhance clinical decision-making skills among junior doctors (postgraduate years 1 and 2) by leveraging subversion of expectations and anonymous peer review.

Setting

The method has been implemented during junior doctor training lectures run by neurosurgery between 2020-2024 in Christchurch, New Zealand, focusing on unique challenges in managing neurosurgical patients after-hours.

Results

The ATM engages participants through unexpected shifts in the teaching process. Rapid-fire clinical scenarios simulate real-world clinical pressures, while anonymized answer-sharing fosters a safe environment for open discussion and reflection. An innovative use of peer responses enables attendees to evaluate their decision-making skills without fear of social or professional repercussions, promoting confident participation. The learning experience culminates with lecturer-led discussions of the correct answers, offering a robust self-evaluation framework.

Conclusion

Overall, the method instils a germane cognitive load to enhance the educational experience for junior doctors as lecture attendees. When paired with scenarios which allow them to hear their peers' responses anonymously this can broaden their understanding further still. This article describes a novel, practical teaching method which has great potential to engage attendees while also integrating educational theory.

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伏击教学法：颠覆期望与匿名同侪评议的新教学方式

目的埋伏教学法（ATM）是一种新颖的教育方法，旨在通过颠覆期望和匿名同行评议来提高初级医生（研究生一、二年级）的临床决策能力。该方法已在2020年至2024年期间在新西兰克赖斯特彻奇市由神经外科组织的初级医生培训讲座中实施，重点关注下班后管理神经外科患者的独特挑战。结果ATM通过教学过程中意想不到的转变吸引了参与者。快速的临床场景模拟了现实世界的临床压力，而匿名的答案共享为公开讨论和反思提供了一个安全的环境。同侪反应的创新使用使与会者能够评估他们的决策技能，而不必担心社会或专业的影响，促进自信的参与。学习经验的高潮与讲师领导的正确答案的讨论，提供了一个强大的自我评价框架。结论总体而言，该方法注入了相关的认知负荷，提高了初级医生作为听课者的教育体验。当与允许他们匿名听到同伴反应的场景配对时，这可以进一步拓宽他们的理解。本文描述了一种新颖的、实用的教学方法，它在整合教育理论的同时，具有很大的潜力来吸引与会者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Surgical Education EDUCATION, SCIENTIFIC DISCIPLINES-SURGERY

CiteScore

5.60

自引率

10.30%

发文量

261

审稿时长

48 days

期刊介绍： The Journal of Surgical Education (JSE) is dedicated to advancing the field of surgical education through original research. The journal publishes research articles in all surgical disciplines on topics relative to the education of surgical students, residents, and fellows, as well as practicing surgeons. Our readers look to JSE for timely, innovative research findings from the international surgical education community. As the official journal of the Association of Program Directors in Surgery (APDS), JSE publishes the proceedings of the annual APDS meeting held during Surgery Education Week.