Invited commentary

Abstract

These authors [1Friedl R. Höppler H. Ecard K. et al.Multimedia-driven teaching significantly improves students′ performance during heart operations when compared with a print medium a prospective, randomized trial.Ann Thorac Surg. 2006; 81: 1760-1766Abstract Full Text Full Text PDF PubMed Scopus (44) Google Scholar] report the results of a prospective trial randomizing learners into two groups based on the content and delivery method of clinically relevant information regarding aortic valve surgery. By studying didactic and skills-based learning outcomes, they demonstrate superiority of the electronic media delivery of the study materials [1Friedl R. Höppler H. Ecard K. et al.Multimedia-driven teaching significantly improves students′ performance during heart operations when compared with a print medium a prospective, randomized trial.Ann Thorac Surg. 2006; 81: 1760-1766Abstract Full Text Full Text PDF PubMed Scopus (44) Google Scholar]. This study is of importance to thoracic surgeons for several reasons. It clearly recognizes the differences in adult learning styles and defines a methodology to deliver “just in time learning” that seems to be superior to classroom or textbook based traditional delivery methods. The use of just-in-time learning is widely accepted in many educational domains and will clearly have an increasing role in surgical education. In addition, the authors thoughtfully constructed a prospective, randomized trial, not of pharmaceuticals or of devices, but in comparing educational strategies. This was done in a scientific manner with well-defined outcomes and meticulous study methodology. The use of this type of approach to study the application of novel educational techniques is critical to our understanding of adult learning needs in surgical students and surgical providers alike. These findings are also highly relevant to the thoracic surgery resident education programs and are consistent with the multiple studies previously undertaken and reported by the Thoracic Surgery Director’s Association in this journal and elsewhere [2Gold J.P. Begg W.B. Fullerton D.A. Mathisen D.J. Orringer M.B. Verrier E.D. Evaluation of web-based learning tools lessons learned from the Thoracic Surgery Directors Association curriculum project three-year experience.Ann Thorac Surg. 2005; 80: 802-810Abstract Full Text Full Text PDF PubMed Scopus (17) Google Scholar, 3Gold J.P. Begg W.B. Fullerton D. et al.Successful implementation of a novel internet hybrid surgery curriculum the early phase outcome of thoracic surgery prerequisite curriculum e-learning project.Ann Surg. 2004; 40: 499-510Crossref Scopus (49) Google Scholar, 4Gold J.P. Verrier E.A. Olinger G.N. Orringer M.B. Development of a CD-ROM internet hybrid a new thoracic surgery curriculum.Ann Thorac Surg. 2002; 74: 1741-1746Abstract Full Text Full Text PDF PubMed Scopus (14) Google Scholar]. Furthermore, this study continues to establish the leadership of thoracic surgery education in defining the roles for web-based educational curricula material. The interface between traditional methods of education and the use of expensive and alluring high technology methods is not well defined, particularly in post-graduate surgical education. Our ability to continue to deliver high-quality and technically sound educational programs to our residents and lifelong learners lies at the very core of the future of our specialty.