The Experts below are selected from a list of 57 Experts worldwide ranked by ideXlab platform

Michael Gale - One of the best experts on this subject based on the ideXlab platform.

  • Simulation-based education: understanding the socio-cultural complexity of a Surgical training ‘Boot camp’
    Medical Education, 2016
    Co-Authors: Jennifer Cleland, Kenneth G. Walker, Michael Gale, Laura G. Nicol
    Abstract:

    OBJECTIVE: The focus of simulation-based education (SBE) research has been limited to outcome and effectiveness studies. The effect of social and cultural influences on SBE is unclear and empirical work is lacking. Our objective in this study was to explore and understand the complexity of context and social factors at a Surgical Boot camp (BC). METHODS: A rapid ethnographic study, employing the theoretical lenses of complexity and activity theory and Bourdieu's concept of 'capital', to better understand the socio-cultural influences acting upon, and during, two Surgical BCs, and their implications for SBE. Over two 4-day BCs held in Scotland, UK, an observer and two preceptors conducted 81 hours of observations, 14 field interviews and 11 formal interviews with faculty members (n = 10, including the lead faculty member, session leaders and junior faculty members) and participants (n = 19 core Surgical trainees and early-stage residents). RESULTS: Data collection and inductive analysis for emergent themes proceeded iteratively. This paper focuses on three analytical themes. First, the complexity of the Surgical training system and wider health care education context, and how this influenced the development of the BC. Second, participants' views of the BC as a vehicle not just for learning skills but for gaining 'insider information' on how best to progress in Surgical training. Finally, the explicit aim of faculty members to use the Scottish Surgical Bootcamp to welcome trainees and residents into the world of surgery, and how this occurred. CONCLUSIONS: To the best of our knowledge, this is the first empirical study of a Surgical BC that takes a socio-cultural approach to exploring and understanding context, complexities, uncertainties and learning associated with one example of SBE. Our findings suggest that a BC is as much about social and cultural processes as it is about individual, cognitive and acquisitive learning. Acknowledging this explicitly will help those planning similar enterprises and open up a new perspective on SBE research.

  • pwe 407 scottish Surgical Boot camp an induction to a community of practice
    Gut, 2015
    Co-Authors: Jennifer Cleland, Michael Gale, A J M Watson, L Nicol, M Hogg, Kenneth Walker
    Abstract:

    Introduction A reduction in hours of “apprentice style” training, has led to increased interest in alternative pedagogic paradigms. Intensive “Boot Camps” have been found to accelerate the acquisition of key Surgical skills. 1 A 4 day residential Scottish Surgical Boot Camp in the Inverness Clinical Skills Centre is now adopted by 2 Royal Colleges and recommended for 1 st year Core Surgical Trainees in Scotland. It is simulation-rich and includes technical and non-technical skills, e.g. wet labs, simulated ward rounds, etc. Evaluation of other Boot Camp models have been from the quantitative perspective of efficacy of training, 2 usually limited to Kirkpatrick levels 1 and 2. We take a qualitative perspective to explore the development and delivery of this Boot Camp. Method Grounded in social constructivism and consistent with the theoretical lens of cultural-historical activity theory, 3 we used a rapid ethnographic approach 4 involving observations, semi-structured formal interviews with faculty and field interviews with students and faculty to understand the relationships and processes of the SSBC. Results Kirkpatrick level one feedback was positive. Further, our empirical data showed the important factors shaping the design, aims, objectives, development and positioning of SSBC within national training programmes, and a Surgical community of practice. Interviews with faculty provided a picture of how the content of SSBC had changed over time in response to the trainee needs, curricular changes and growing faculty expertise. Within the SSBC, there were clear rules and expectations, division of labour, and social and skills-focused learning objectives. Conclusion This theory-grounded case study gives a unique insight into the complexity of interacting influences shaping a Boot Camp, which we believe enables a better description and understanding of the SSBC. Further data illustrating the usefulness of CHAT as a means of developing and evaluating this educational activity will be presented on the day. Disclosure of interest None Declared. References Cohen ER, Barsuk JH, Moazed F, Caprio T, Didwania A, McGaghie WC. Making July Safer: Simulation-Based Mastery Learning During Intern Boot Camp. Acad Med. 2013;88:233–239 Parent RJ, Plerhoples TA, Long EE, et al . Early, intermediate, and late effects of a Surgical skills “Boot Camp” on an objective structured assessment of technical skills: a randomized controlled study. J Am Coll Surg. 2010;210: 984–989 Engestrom Y, Miettinen R, Punamaki R. Activity Theory and Individual and Social Transformation. Perspectives on Activity Theory. Cambridge: Cambridge University Press 1999 Savage J. Ethnography and healthcare. BMJ 2000;321:1400

Jennifer Cleland - One of the best experts on this subject based on the ideXlab platform.

  • Simulation-based education: understanding the socio-cultural complexity of a Surgical training ‘Boot camp’
    Medical Education, 2016
    Co-Authors: Jennifer Cleland, Kenneth G. Walker, Michael Gale, Laura G. Nicol
    Abstract:

    OBJECTIVE: The focus of simulation-based education (SBE) research has been limited to outcome and effectiveness studies. The effect of social and cultural influences on SBE is unclear and empirical work is lacking. Our objective in this study was to explore and understand the complexity of context and social factors at a Surgical Boot camp (BC). METHODS: A rapid ethnographic study, employing the theoretical lenses of complexity and activity theory and Bourdieu's concept of 'capital', to better understand the socio-cultural influences acting upon, and during, two Surgical BCs, and their implications for SBE. Over two 4-day BCs held in Scotland, UK, an observer and two preceptors conducted 81 hours of observations, 14 field interviews and 11 formal interviews with faculty members (n = 10, including the lead faculty member, session leaders and junior faculty members) and participants (n = 19 core Surgical trainees and early-stage residents). RESULTS: Data collection and inductive analysis for emergent themes proceeded iteratively. This paper focuses on three analytical themes. First, the complexity of the Surgical training system and wider health care education context, and how this influenced the development of the BC. Second, participants' views of the BC as a vehicle not just for learning skills but for gaining 'insider information' on how best to progress in Surgical training. Finally, the explicit aim of faculty members to use the Scottish Surgical Bootcamp to welcome trainees and residents into the world of surgery, and how this occurred. CONCLUSIONS: To the best of our knowledge, this is the first empirical study of a Surgical BC that takes a socio-cultural approach to exploring and understanding context, complexities, uncertainties and learning associated with one example of SBE. Our findings suggest that a BC is as much about social and cultural processes as it is about individual, cognitive and acquisitive learning. Acknowledging this explicitly will help those planning similar enterprises and open up a new perspective on SBE research.

  • pwe 407 scottish Surgical Boot camp an induction to a community of practice
    Gut, 2015
    Co-Authors: Jennifer Cleland, Michael Gale, A J M Watson, L Nicol, M Hogg, Kenneth Walker
    Abstract:

    Introduction A reduction in hours of “apprentice style” training, has led to increased interest in alternative pedagogic paradigms. Intensive “Boot Camps” have been found to accelerate the acquisition of key Surgical skills. 1 A 4 day residential Scottish Surgical Boot Camp in the Inverness Clinical Skills Centre is now adopted by 2 Royal Colleges and recommended for 1 st year Core Surgical Trainees in Scotland. It is simulation-rich and includes technical and non-technical skills, e.g. wet labs, simulated ward rounds, etc. Evaluation of other Boot Camp models have been from the quantitative perspective of efficacy of training, 2 usually limited to Kirkpatrick levels 1 and 2. We take a qualitative perspective to explore the development and delivery of this Boot Camp. Method Grounded in social constructivism and consistent with the theoretical lens of cultural-historical activity theory, 3 we used a rapid ethnographic approach 4 involving observations, semi-structured formal interviews with faculty and field interviews with students and faculty to understand the relationships and processes of the SSBC. Results Kirkpatrick level one feedback was positive. Further, our empirical data showed the important factors shaping the design, aims, objectives, development and positioning of SSBC within national training programmes, and a Surgical community of practice. Interviews with faculty provided a picture of how the content of SSBC had changed over time in response to the trainee needs, curricular changes and growing faculty expertise. Within the SSBC, there were clear rules and expectations, division of labour, and social and skills-focused learning objectives. Conclusion This theory-grounded case study gives a unique insight into the complexity of interacting influences shaping a Boot Camp, which we believe enables a better description and understanding of the SSBC. Further data illustrating the usefulness of CHAT as a means of developing and evaluating this educational activity will be presented on the day. Disclosure of interest None Declared. References Cohen ER, Barsuk JH, Moazed F, Caprio T, Didwania A, McGaghie WC. Making July Safer: Simulation-Based Mastery Learning During Intern Boot Camp. Acad Med. 2013;88:233–239 Parent RJ, Plerhoples TA, Long EE, et al . Early, intermediate, and late effects of a Surgical skills “Boot Camp” on an objective structured assessment of technical skills: a randomized controlled study. J Am Coll Surg. 2010;210: 984–989 Engestrom Y, Miettinen R, Punamaki R. Activity Theory and Individual and Social Transformation. Perspectives on Activity Theory. Cambridge: Cambridge University Press 1999 Savage J. Ethnography and healthcare. BMJ 2000;321:1400

Kenneth Walker - One of the best experts on this subject based on the ideXlab platform.

  • eight years of scottish Surgical Boot camps how we do it now
    Journal of Surgical Education, 2020
    Co-Authors: Kenneth Walker, Vivienne I Blackhall, Morag E Hogg, A J M Watson
    Abstract:

    Background Scottish Surgical Boot Camps are the induction course for new start Core Surgical Trainees (Residents) in Scotland. The aim is to capitalise on trainees’ receptiveness at a time of transition, and to give them a safe and “flying start.” At their inception, these were the first such courses in the UK to integrate technical and non-technical skills training. As well as knowledge and skills, trainees have learned norms and expectations of a community of professional practice. Methods Over 9 consecutive years of delivery and quality improvement, faculty have learned much about the safe use of simulation, as an adjuvant training modality for a range of competences required in the operating room, the clinic/office, the wards and other clinical domains. Conclusion In this paper we describe the development and content of the course, discuss the importance of the whole “activity system,” and present some evaluation data. We give tips for success, such as using simulations of escalating complexity, and the power of seemingly incidental Learning Outcomes.

  • pwe 407 scottish Surgical Boot camp an induction to a community of practice
    Gut, 2015
    Co-Authors: Jennifer Cleland, Michael Gale, A J M Watson, L Nicol, M Hogg, Kenneth Walker
    Abstract:

    Introduction A reduction in hours of “apprentice style” training, has led to increased interest in alternative pedagogic paradigms. Intensive “Boot Camps” have been found to accelerate the acquisition of key Surgical skills. 1 A 4 day residential Scottish Surgical Boot Camp in the Inverness Clinical Skills Centre is now adopted by 2 Royal Colleges and recommended for 1 st year Core Surgical Trainees in Scotland. It is simulation-rich and includes technical and non-technical skills, e.g. wet labs, simulated ward rounds, etc. Evaluation of other Boot Camp models have been from the quantitative perspective of efficacy of training, 2 usually limited to Kirkpatrick levels 1 and 2. We take a qualitative perspective to explore the development and delivery of this Boot Camp. Method Grounded in social constructivism and consistent with the theoretical lens of cultural-historical activity theory, 3 we used a rapid ethnographic approach 4 involving observations, semi-structured formal interviews with faculty and field interviews with students and faculty to understand the relationships and processes of the SSBC. Results Kirkpatrick level one feedback was positive. Further, our empirical data showed the important factors shaping the design, aims, objectives, development and positioning of SSBC within national training programmes, and a Surgical community of practice. Interviews with faculty provided a picture of how the content of SSBC had changed over time in response to the trainee needs, curricular changes and growing faculty expertise. Within the SSBC, there were clear rules and expectations, division of labour, and social and skills-focused learning objectives. Conclusion This theory-grounded case study gives a unique insight into the complexity of interacting influences shaping a Boot Camp, which we believe enables a better description and understanding of the SSBC. Further data illustrating the usefulness of CHAT as a means of developing and evaluating this educational activity will be presented on the day. Disclosure of interest None Declared. References Cohen ER, Barsuk JH, Moazed F, Caprio T, Didwania A, McGaghie WC. Making July Safer: Simulation-Based Mastery Learning During Intern Boot Camp. Acad Med. 2013;88:233–239 Parent RJ, Plerhoples TA, Long EE, et al . Early, intermediate, and late effects of a Surgical skills “Boot Camp” on an objective structured assessment of technical skills: a randomized controlled study. J Am Coll Surg. 2010;210: 984–989 Engestrom Y, Miettinen R, Punamaki R. Activity Theory and Individual and Social Transformation. Perspectives on Activity Theory. Cambridge: Cambridge University Press 1999 Savage J. Ethnography and healthcare. BMJ 2000;321:1400

Oscar Traynor - One of the best experts on this subject based on the ideXlab platform.

  • the impact of a Surgical Boot camp on early acquisition of technical and nontechnical skills by novice Surgical trainees
    American Journal of Surgery, 2015
    Co-Authors: Leonie Heskin, Ehab Mansour, Brian Lane, Dara O Kavanagh, Pat Dicker, Donncha Ryan, Kate Gildeabyrne, Teresa Pawlikowska, S Tierney, Oscar Traynor
    Abstract:

    Abstract Background Acquisition of skills early in Surgical training represents a significant challenge at present because of training time constraints. The aim of this study was to investigate if an intensive Surgical Boot camp was effective in transferring skills at the beginning of a Surgical training program. Methods New core Surgical trainees (n = 58) took part in a 5-day Boot camp. There were pretest and posttest assessments of knowledge, technical skills, and confidence levels. The Boot camp used simulation and senior Surgical faculty to teach a defined range of technical and nontechnical skills. Results The scores for knowledge (53.8% vs 68.4%, P Conclusion The 5-day Surgical Boot camp proved to be an effective way to rapidly acquire Surgical knowledge and skills while increasing the confidence levels of trainees.

A J M Watson - One of the best experts on this subject based on the ideXlab platform.

  • eight years of scottish Surgical Boot camps how we do it now
    Journal of Surgical Education, 2020
    Co-Authors: Kenneth Walker, Vivienne I Blackhall, Morag E Hogg, A J M Watson
    Abstract:

    Background Scottish Surgical Boot Camps are the induction course for new start Core Surgical Trainees (Residents) in Scotland. The aim is to capitalise on trainees’ receptiveness at a time of transition, and to give them a safe and “flying start.” At their inception, these were the first such courses in the UK to integrate technical and non-technical skills training. As well as knowledge and skills, trainees have learned norms and expectations of a community of professional practice. Methods Over 9 consecutive years of delivery and quality improvement, faculty have learned much about the safe use of simulation, as an adjuvant training modality for a range of competences required in the operating room, the clinic/office, the wards and other clinical domains. Conclusion In this paper we describe the development and content of the course, discuss the importance of the whole “activity system,” and present some evaluation data. We give tips for success, such as using simulations of escalating complexity, and the power of seemingly incidental Learning Outcomes.

  • pwe 407 scottish Surgical Boot camp an induction to a community of practice
    Gut, 2015
    Co-Authors: Jennifer Cleland, Michael Gale, A J M Watson, L Nicol, M Hogg, Kenneth Walker
    Abstract:

    Introduction A reduction in hours of “apprentice style” training, has led to increased interest in alternative pedagogic paradigms. Intensive “Boot Camps” have been found to accelerate the acquisition of key Surgical skills. 1 A 4 day residential Scottish Surgical Boot Camp in the Inverness Clinical Skills Centre is now adopted by 2 Royal Colleges and recommended for 1 st year Core Surgical Trainees in Scotland. It is simulation-rich and includes technical and non-technical skills, e.g. wet labs, simulated ward rounds, etc. Evaluation of other Boot Camp models have been from the quantitative perspective of efficacy of training, 2 usually limited to Kirkpatrick levels 1 and 2. We take a qualitative perspective to explore the development and delivery of this Boot Camp. Method Grounded in social constructivism and consistent with the theoretical lens of cultural-historical activity theory, 3 we used a rapid ethnographic approach 4 involving observations, semi-structured formal interviews with faculty and field interviews with students and faculty to understand the relationships and processes of the SSBC. Results Kirkpatrick level one feedback was positive. Further, our empirical data showed the important factors shaping the design, aims, objectives, development and positioning of SSBC within national training programmes, and a Surgical community of practice. Interviews with faculty provided a picture of how the content of SSBC had changed over time in response to the trainee needs, curricular changes and growing faculty expertise. Within the SSBC, there were clear rules and expectations, division of labour, and social and skills-focused learning objectives. Conclusion This theory-grounded case study gives a unique insight into the complexity of interacting influences shaping a Boot Camp, which we believe enables a better description and understanding of the SSBC. Further data illustrating the usefulness of CHAT as a means of developing and evaluating this educational activity will be presented on the day. Disclosure of interest None Declared. References Cohen ER, Barsuk JH, Moazed F, Caprio T, Didwania A, McGaghie WC. Making July Safer: Simulation-Based Mastery Learning During Intern Boot Camp. Acad Med. 2013;88:233–239 Parent RJ, Plerhoples TA, Long EE, et al . Early, intermediate, and late effects of a Surgical skills “Boot Camp” on an objective structured assessment of technical skills: a randomized controlled study. J Am Coll Surg. 2010;210: 984–989 Engestrom Y, Miettinen R, Punamaki R. Activity Theory and Individual and Social Transformation. Perspectives on Activity Theory. Cambridge: Cambridge University Press 1999 Savage J. Ethnography and healthcare. BMJ 2000;321:1400