1050 Application of Bloom’s Taxonomy and Kolb’s Experiential Learning Theory While Designing Low-Cost Surgical Skills Courses for Junior Doctors & International Medical Graduates (IMGs) in the NHS
B B Karki, M Basamh, A Sinha, J Walshaw, M Loubani- Surgery
Abstract
Aim
To design a surgical skills course underpinned by Bloom’s & Kolb’s learning theory for junior doctors in the NHS. To develop an affordable skills course for the acquisition of the necessary skills & confidence among junior doctors.
Method
RCSEd CPD approved 1-Day Surgical Skills Course with course fees of £95 was designed based on the learning theory and was attended by 12 foundation-level doctors (>60% IMGs). The course contents were Knot Tying, Suturing Technique, Skin-Lesions excision, Bowel Anastomosis & Tendon Repair. All six levels of Bloom’s Taxonomy were adopted for the Knot Tying session and Kolb’s for designing the remaining skills sessions.
Results
There was the flexibility of learning for the delegates as someone with good clinical knowledge and skills was able to reach level 6 Taxonomy (e.g one-finger knot-tying techniques) rather than limiting to Level 3(Apply) as seen in the conventional courses. Kolb’s learning theory helped the delegates to enter the learning cycle through any stage adopting any learning cycle complementing IMGs with their wide concrete experience. 100% n = 11 delegates responded their course expectations were met. Avg.54.5%n = 6 strongly agreed & 45.5%n = 5 agreed on improvement in their post-course surgical skills.
Conclusions
The low cost of the surgical skills course was found to be one of the confounding factors for the wide participation by junior doctors & IMGs (54.5% n = 5 scored 5/5 & 45.5% n = 6 scored 4/5 for appropriateness on course fees). Adapting these learning theories helped enhance the course outcomes by widening the horizons of skills acquisition.