Hands-On Surgical Training Workshop: an Active Role-Playing Patient Education for Adolescents

Most patient education involves passive learning. To improve patient education regarding surgery, an active learning workshop-based teaching method is proposed. The objective of this study was to assess level of patient surgical knowledge, achievement of workshop learning objectives, patient apprehe...

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Bibliographic Details
Published in:Journal of cancer education 2017-09, Vol.32 (3), p.543-548
Main Authors: Wongkietkachorn, Apinut, Boonyawong, Pangpoom, Rhunsiri, Peera, Tantiphlachiva, Kasaya
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Behavioral Objectives
Biomedical and Life Sciences
Biomedicine
Cancer Research
Children & youth
Education
Female
General Surgery - education
Humans
Male
Patient Education
Patient Education as Topic
Pharmacology/Toxicology
Problem-Based Learning
Robotic surgery
Role Playing
Surgery
Surveys and Questionnaires
Teaching Methods
Teenagers
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Summary:Most patient education involves passive learning. To improve patient education regarding surgery, an active learning workshop-based teaching method is proposed. The objective of this study was to assess level of patient surgical knowledge, achievement of workshop learning objectives, patient apprehension about future surgery, and participant workshop satisfaction after completing a surgical training workshop. A four-station workshop (surgical scrub, surgical suture, laparoscopic surgery, and robotic surgery) was developed to teach four important components of the surgical process. Healthy, surgery-naive adolescents were enrolled to attend this 1-h workshop-based training program. Training received by participants was technically and procedurally identical to training received by actual surgeons. Pre- and post-workshop questionnaires were used to assess learning outcomes. There were 1312 participants, with a mean age 15.9 ± 1.1 years and a gender breakdown of 303 males and 1009 females. For surgical knowledge, mean pre-workshop and post-workshop scores were 6.1 ± 1.5 and 7.5 ± 1.5 (out of 10 points), respectively ( p  
ISSN:0885-8195
1543-0154
DOI:10.1007/s13187-016-0988-3