Imperial College London
Alternate

ProfessorRogerKneebone

Faculty of Medicine, Department of Surgery & Cancer

Professor of Surgical Education and Engagement Science
 
 
 
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Contact

 

r.kneebone Website

 
 
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Location

 

ICCESS, Academic SurgeryChelsea and Westminster HospitalChelsea and Westminster Campus

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Summary

 

Publications

Citation

BibTex format

@article{Sadideen:2018:10.1097/GOX.0000000000002042,
author = {Sadideen, H and Plonczak, A and Saadeddin, M and Kneebone, R},
doi = {10.1097/GOX.0000000000002042},
journal = {Plastic and Reconstructive Surgery Global Open},
pages = {1--8},
title = {How educational theory can inform the training and practice of plastic surgeons},
url = {http://dx.doi.org/10.1097/GOX.0000000000002042},
volume = {6},
year = {2018}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - It is important to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. With technical advancements and clinical care now more accountable, traditional methods of skill acquisition need to be revisited. The past decade has seen changes in plastic surgery curricula. There has also been a shift toward competency-based training programs reflecting the growing emphasis on outcomes-based surgical education. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Key models of educational theory are presented and their application to plastic surgery training to an expert level are highlighted. These models include (1) learning within communities of practice (Lave and Wenger’s theory); (2) the role of the zone of proximal development and importance of the availability of expert assistance (Vygotsky’s theory); (3) skill acquisition and retention (Dreyfus’ and Dreyfus’, and Fitts’ and Posner’s theories); (4) development of expertise after repeated practice and regular reinforcement (Ericsson’s theory); and (5) the assessment of competence (Miller’s triangle). Future plastic surgeons need to possess a thorough understanding of the technical and nontechnical skills required to manage patients effectively. Surgical educators are therefore compelled to develop practical training programs that can teach each of these skills in a safe, learner-centric manner. It is hoped that new approaches to surgical skills training are designed in light of our understanding of educational theory to optimize the training of the next generation of plastic surgeons.
AU  - Sadideen,H
AU  - Plonczak,A
AU  - Saadeddin,M
AU  - Kneebone,R
DO  - 10.1097/GOX.0000000000002042
EP  - 8
PY  - 2018///
SN  - 2169-7574
SP  - 1
TI  - How educational theory can inform the training and practice of plastic surgeons
T2  - Plastic and Reconstructive Surgery Global Open
UR  - http://dx.doi.org/10.1097/GOX.0000000000002042
UR  - http://hdl.handle.net/10044/1/64974
VL  - 6
ER  -
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