Implementation, evaluation, and modification of a near-peer learning group in graduate surgical education

Abstract

Given demands on resident time, it is critical that formal didactic curricula for general surgery residents be effective and efficient. 1 Webb T.P. Protected block curriculum enhances learning during general surgery residency training. Arch Surg. 2009 Feb 16; 144: 160 Crossref PubMed Scopus (27) Google Scholar General surgery residents are required to master a vast amount of material while also providing safe clinical care, conducting research, and serving as educators to medical students and junior residents. 2 Frank J.R. Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007 Sep; 29: 642-647 Crossref PubMed Scopus (563) Google Scholar In the past ten years, work-hour restrictions, recognition of new non-clinical knowledge gaps, medicolegal regulations, and an evolving emphasis on resident well-being have brought new time demands to surgical training. 3 Damewood R.B. Blair P.G. Park Y.S. Lupi L.K. Newman R.W. Sachdeva A.K. Taking training to the next level”: the American college of surgeons committee on residency training survey. J Surg Educ. 2017 Dec; 74: e95-e105 Crossref PubMed Scopus (0) Google Scholar In response, various programs have implemented protected block curricula to cover the Surgical Council on Resident Education (SCORE) curriculum, an outline of topics that should be covered in a five-year general surgery residency program. 4 Fields R.C. Bowman M.C. Freeman B.D. Klingensmith M.E. Implementation of an “after hours” resident educational program in a general surgery residency: a paradigm for increasing formal didactic training outside of the hospital setting in the era of the 80-hour workweek. J Surg Educ. 2009 Dec; 66: 340-343 Crossref PubMed Scopus (0) Google Scholar However, clinical duties often preclude full resident participation even in the setting of protected sessions. One solution to address gaps in surgical education is to implement a supplemental near-peer learning group. 5 Lockspeiser T.M. O'Sullivan P. Teherani A. Muller J. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ Theory Pract. 2008 Aug; 13: 361-372 Crossref PubMed Scopus (314) Google Scholar