This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research article
Senior house officer perspectives on the educational benefits of a local teaching programme at a specialist orthopaedic hospital
Steven Kyriacou
University College London
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background:
Delivering local teaching programmes equally relevant to all senior house officer (SHO) equivalent junior doctors within a tertiary level specialist hospital is challenging. This study aimed to establish the views of SHOs within a specialist orthopaedic hospital on the value of the current local teaching programme to their educational needs how it may potentially be improved?
Methods:
Data was collected via questionnaires of SHOs selected through a combination of convenience and purposive sampling. Responses underwent thematic analysis which utilised a hybrid model of a priori and emergent coding.
Results:
12 (50%) of SHOs within the hospital responded. Thematic analysis of completed questionnaires resulted in identification of 4 main themes: quality/utility of teaching, content of teaching, accessibility of teaching and non-educational benefits. Feedback received regarding the existing local teaching programme was largely positive. Opinions on the utility and content of the teaching programme were found to be the most varied.
Conclusion:
This study highlights the difficulties in delivering a teaching programme to a clinical learner group with diverse educational needs in a specialist hospital setting. Such issues may be minimised by learner survey to identify educational topics of equivalent utility to the majority of the learner group.
Keywords
Post-graduate medical education, Orthopaedic, teaching programme
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 27 May, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Learn more about our company.
This is a preprint. It has not completed peer review.
Research article
Senior house officer perspectives on the educational benefits of a local teaching programme at a specialist orthopaedic hospital
Steven Kyriacou
University College London
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 27 May, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background:
Delivering local teaching programmes equally relevant to all senior house officer (SHO) equivalent junior doctors within a tertiary level specialist hospital is challenging. This study aimed to establish the views of SHOs within a specialist orthopaedic hospital on the value of the current local teaching programme to their educational needs how it may potentially be improved?
Methods:
Data was collected via questionnaires of SHOs selected through a combination of convenience and purposive sampling. Responses underwent thematic analysis which utilised a hybrid model of a priori and emergent coding.
Results:
12 (50%) of SHOs within the hospital responded. Thematic analysis of completed questionnaires resulted in identification of 4 main themes: quality/utility of teaching, content of teaching, accessibility of teaching and non-educational benefits. Feedback received regarding the existing local teaching programme was largely positive. Opinions on the utility and content of the teaching programme were found to be the most varied.
Conclusion:
This study highlights the difficulties in delivering a teaching programme to a clinical learner group with diverse educational needs in a specialist hospital setting. Such issues may be minimised by learner survey to identify educational topics of equivalent utility to the majority of the learner group.