Martha Godfrey1, Alexandra A Rosser2, Carla M Pugh3, Ajit K Sachdeva4, Sarah Sullivan5. 1. University of Wisconsin-Madison, School of Medicine and Public Health, Department of Surgery, 600 Highland Avenue, Madison, WI, 53792, USA. Electronic address: godfrey@surgery.wisc.edu. 2. University of Wisconsin-Madison, School of Medicine and Public Health, Department of Surgery, 600 Highland Avenue, Madison, WI, 53792, USA. Electronic address: arosser@wisc.edu. 3. Stanford University, Department of Surgery, 300 Pasteur Drive, Stanford, CA, 94305, USA. Electronic address: cpugh@stanford.edu. 4. Division of Education, American College of Surgeons, 663 North Saint Clair Street, Chicago, IL, 60611, USA. Electronic address: asachdeva@facs.org. 5. University of Wisconsin-Madison, School of Medicine and Public Health, Department of Surgery, 600 Highland Avenue, Madison, WI, 53792, USA. Electronic address: sullivans@surgery.wisc.edu.
Abstract
BACKGROUND: Given their variegated backgrounds, surgeons taking continuing medical education (CME) courses possess different learning needs. This study examines the relationship between surgeons' levels of experience and the questions they asked in a simulation-based CME course. METHODS: We analyzed transcribed audio-video data collected from surgeons participating in a simulated laparoscopic hernia repair CME course and identified four types of questions learners posed to their instructors. Linear regressions compared how often these questions were asked versus self-reported operative experience. RESULTS: Both Requesting Guidance and Requesting Confirmation were inversely proportional to experience, whereas Asking About a Specific Case was directly proportional to experience. Requesting Instructor Preference exhibited no significant correlation with experience. CONCLUSION: Practicing surgeons with relatively less experience tend to ask for confirmation and guidance, whereas those with greater experience tend to focus on specific hypothetical scenarios. This data can be used to tailor instruction based on learners' self-reported experience level.
BACKGROUND: Given their variegated backgrounds, surgeons taking continuing medical education (CME) courses possess different learning needs. This study examines the relationship between surgeons' levels of experience and the questions they asked in a simulation-based CME course. METHODS: We analyzed transcribed audio-video data collected from surgeons participating in a simulated laparoscopic hernia repair CME course and identified four types of questions learners posed to their instructors. Linear regressions compared how often these questions were asked versus self-reported operative experience. RESULTS: Both Requesting Guidance and Requesting Confirmation were inversely proportional to experience, whereas Asking About a Specific Case was directly proportional to experience. Requesting Instructor Preference exhibited no significant correlation with experience. CONCLUSION: Practicing surgeons with relatively less experience tend to ask for confirmation and guidance, whereas those with greater experience tend to focus on specific hypothetical scenarios. This data can be used to tailor instruction based on learners' self-reported experience level.