Impact of a clinical decision making module on the attitudes and perceptions of surgical trainees

• Published in: ANZ journal of surgery Vol. 86; no. 9; pp. 660 - 664
• Main Authors: Bhatt, Nikita R., Doherty, Eva M., Mansour, Ehab, Traynor, Oscar, Ridgway, Paul F.
• Format: Journal Article
• Language: English
• Published: Australia Blackwell Publishing Ltd 01.09.2016
• Subjects: Adult; attitude; Attitude of Health Personnel; Clinical Competence; Clinical Decision-Making; Clinical medicine; Computer Simulation; Curricula; Curriculum - standards; Decision Making; Education, Medical, Graduate - standards; Female; General Surgery - education; Humans; Male; Medical schools; non-technical skill; Surgery; training/trainee; Young Adult; training/trainee; non-technical skill; decision making; attitude
• ISSN: 1445-1433; 1445-2197
• DOI: 10.1111/ans.13448

Background Decision making, a cognitive non‐technical skill, is a key element for clinical practice in surgery. Specific teaching about methods in clinical decision making (CDM) is a very recent addition to surgical training curricula in the UK and Ireland. Baseline trainee opinion on decision‐making modules is unknown. The Royal College of Surgeons in Ireland's postgraduate training boot camp inaugural CDM module was investigated to elucidate the impact on the attitudes of CDM naïf trainees. Methods Three standardized two‐hour workshops for three trainee groups were delivered. The trainees were assessed by an anonymous questionnaire before and after the module. Change in attitude of the trainees was determined by comparing Likert scale ratings using the Wilcoxon signed‐rank test. Results Fifty‐seven newly appointed basic surgical trainees attended these workshops. A statistically significant rise in the proportion of candidates recognizing the importance of being taught CDM skills (P == 0.002) revealed the positive impact of the module, as did the increased understanding of different aspects of CDM like shared decision making (P == 0.035) and different styles of decision making (P == 0.013). Conclusion These observed positive changes in trainee understanding and attitude toward CDM teaching supports the adoption of standardized modules into the curricula. More study is needed to define whether these modules will have measurable sustained enhancements of CDM skills.