Accepted for/Published in: JMIR Perioperative Medicine
Date Submitted: Jun 22, 2023
Date Accepted: Oct 23, 2023
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
A low-cost, free to attend, peer-assisted 16-week lunchtime basic surgical skill teaching course at a district general hospital: a quantitative and qualitative analysis
ABSTRACT
Background:
The Royal College of Surgeons (RCS) Basic Surgical Skills (BSS) course is ubiquitous amongst UK surgical trainees but is geographically limited and costly. The COVID-19 pandemic has reduced surgical training quality with surveys illustrating reduced logbook completion and increased trainee attrition. Local, peer-led teaching has been shown to be effective at increasing confidence in surgical skills in a cost-effective manner. However, qualitative data is lacking on effects such as well-being and training value.
Objective:
The objective of this study is to evaluate the effectiveness of a novel twelve-week programme of weekly lunchtime BSS sessions run at a UK district general hospital on both quantitative and qualitative factors.
Methods:
This study reviews outcomes of three iterations of a novel ten session BSS course over 16 weeks, based on the RCS course curriculum.
Results:
Confidence was improved across all surgical skills. Semi-structured interview demonstrated 100% reporting improved wellbeing, value added to training, and 72% preferring local weekly teaching. This was feasible around clinical workloads, resourced locally, at no cost to participants. This was beneficial to those pre and post-BSS as a means of learning and consolidating skills. Peer-led decentralised surgical education is not just effective but has a positive effect on wellbeing and perceptions of training. Recommendations are provided to aid course reproduction and refinement.
Conclusions:
Peer and near-peer teaching in local courses to improve surgical education is well-documented but the qualitative effect is not. This study demonstrates not only improved confidence in surgical skills, but a case for less reliance on consultant-led teaching, and the feasibility and effectiveness of localised surgical education taught by juniors. We hope to disseminate this course leading to reproduction in other centres, refinement, and wider implementation. Clinical Trial: N/A
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