Improving Paediatric Surgical Teaching and Learning in a Medical Program Through Online Learning

Abstract

Background

Surging Australian medical student numbers over the past two decades have strained hospital teaching capacity, impacting student exposure to paediatric surgery.

Aim

Improving access to education in paediatric surgery for medical students by creating an online learning module and evaluating its efficacy.

Methods

To determine learning needs, we conducted two medical student focus groups in September 2018 and anonymous evaluation surveys, using 5-point Likert scales. Using feedback, local curricula guidelines and curricula from other medical schools, medical educators and paediatric surgeons created an online self-directed learning module, implemented in October 2018. Post-implementation, we used mixed methods to assess effectiveness, including additional focus groups the following month and evaluation surveys. Pre- and post-intervention assessment results were compared. We analysed quantitative data using descriptive statistics and qualitative data using inductive content analysis.

Results

Over the study period there were 919 students. Eighteen participated in pre-implementation focus groups. Sixteen participated in post-implementation focus groups. There were 109 student feedback survey responses. Pre-implementation, there was dissatisfaction with paediatric surgical teaching, including inadequate framework, inconsistencies in teaching quality, and inequity in teaching quantity. Post-implementation, students exhibited high levels of satisfaction with teaching quality and quantity.

Conclusion

The online learning module improved access to, and satisfaction with, paediatric surgery learning, enabling equitable distribution of educational material. There may be a broader role for online learning for undergraduate surgical education, particularly where there are accessibility issues, but further research and analysis are required.