Volume 14 Issue 2
Mar.  2023
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WANG Changjun, LIN Yan, ZHOU Yidong, MAO Feng, SHEN Songjie, SUN Qiang. The Impact of Dynamic Adaptive Teaching Model on Surgical Education[J]. Medical Journal of Peking Union Medical College Hospital, 2023, 14(2): 431-436. doi: 10.12290/xhyxzz.2022-0142
Citation: WANG Changjun, LIN Yan, ZHOU Yidong, MAO Feng, SHEN Songjie, SUN Qiang. The Impact of Dynamic Adaptive Teaching Model on Surgical Education[J]. Medical Journal of Peking Union Medical College Hospital, 2023, 14(2): 431-436. doi: 10.12290/xhyxzz.2022-0142

The Impact of Dynamic Adaptive Teaching Model on Surgical Education

doi: 10.12290/xhyxzz.2022-0142
Funds:

Small-scale Specialized Training Program for Young Teachers, Peking Union Medical College X103880

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  • Corresponding author: SUN Qiang, E-mail: sunqiangpumch@sina.com
  • Received Date: 2022-03-24
  • Accepted Date: 2022-07-05
  • Publish Date: 2023-03-30
  •   Objective  To investigate the impact of dynamic adaptive teaching model on surgical education.  Methods  Due to the COVID-19 pandemic in 2020, we adopted dynamic adaptive teaching model in the Department of Breast Surgery, Peking Union Medical College Hospital, which divided the whole curriculum into several individual modules and recombined different modules to accommodate to student's levels and schedules. Meanwhile, adaptive strategy also increased the proportion of online teaching and fully utilized electronic medical resources. The present study included quantitative teaching score (QTS) recorded from January 2020 to June 2020, and used the corresponding data from 2019 as control. The main endpoint was to explore the impact of dynamic adaptive teaching model on overall QTS and its interaction effect with trainer's experience and student category.  Results  Totally, 20 trainers and 181 trainees were enrolled in the present study. With implementation of dynamic adaptive strategy, the overall QTS decreased dramatically (1.76±0.84 vs. 4.91±1.15, t=4.85, P=0.005). The impact was consistent irrespective of trainers' experience (high experience trainers: 0.85±0.40 vs. 2.12±0.44, t=4.98, P=0.004; medium experience trainers: 0.85±0.29 vs. 2.06±0.53, t=4.51, P=0.006; and low experience trainers: 0.10±0.16 vs. 0.44±0.22, t=2.62, P=0.047). For resident (including graduate) and undergraduate student teaching, both QTS was lower with dynamic strategy (residents: 0.18±0.34 vs. 0.97±0.14, t=4.35, P=0.007; undergraduate students 1.57±0.55 vs. 3.77±1.24, t=3.62, P=0.015), but dynamic strategy was effective for post-doc student subgroup and reached comparable QTS as traditional model (0.00±0.00 vs. 0.17±0.41, t=1.00, P=0.363).   Conclusions  Dynamic adaptive teaching strategy could be a useful alternative to traditional teaching model for post-doc students. It could be a novel effective solution for saving teaching resources and providing individualized surgical teaching modality.
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