SP1.2.8 Applying Kolb's Experiential Learning Theory Improves Medical Student Confidence in Reviewing Post-Operative Patients

Abstract

Abstract Aims To see if a structured teaching programme designed according to Kolb's Experiential Learning Theory could be applied to improve medical student confidence in reviewing post-operative general surgery patients. Methods Post-final examination medical students at a UK university agreed to participate in the educational pilot in 2019 (n=18). The cohort were interviewed to evaluate any anxieties around undertaking FY1 surgical posts and responses were grouped thematically; reviewing the post-operative patient emerged as a dominant concern. Subsequently, a four-part teaching session was designed to move the learner through ‘Abstract Conceptualisation’ (Before the Bedside), ‘Active Experimentation’ (At the Bedside), ‘Concrete Experience’ (After the Bedside) and ‘Reflective Observation’ (Expert Example). Pre- and post-intervention interviews and Likert scale-based surveys were employed to evaluate impact (Kirkpatrick Level One). Results 18/18 (100%) participants reported feeling more confident reviewing the post-operative patient after the intervention. Learner feedback included “very little of the subject covered previously so helpful to get a structured approach”, “useful to discuss the history and examination before reviewing the patient” and “observing a consultant post-op review at the end really cemented what we were learning”. Conclusions A graded approach to developing confidence in assessing the post-operative patient, as proposed by Kolb's Experiential Learning Theory, seems to offer a useful teaching method and is valued by the learner. Ongoing expansion of this educational pilot will further evaluate its impact.