Showing papers by "Peter J. McLeod published in 2007"
TL;DR: An interactive games-based approach to learning promoted learner interest and was regarded as a worthwhile educational activity that may unduly stress senior residents.
Abstract: Background: Didactic lectures have been the mainstay of core teaching in the surgical residency program at our school. Our concerns about the educational impact of these passive activities led us to consider more interactive teaching approaches.Methods: We developed an interactive games-based approach to learning. One set of games was labeled “Who wants to be a Surgeon” (WS) and the other was called “Senior Face-off” (SF). We evaluated the impact of this innovation using an end-of-year questionnaire.Results: Enjoyment, teaching quality and preference over lectures were high for both games. However, the WS sparked interest significantly more in junior residents (4.3 ± 0.21 vs 3.3 ± 0.31, p = 0.015) and senior residents found both games more stressful than did junior residents (WS: 2.88 ± 0.32 vs 2.00 ± 0.21, p = 0.038, and SF: 3.54 ± 0.29 vs 1.80 ± 0.33, p = 0.001).Conclusions: This innovative teaching technique promoted learner interest and was regarded as a worthwhile educational activity. Games with a c...
32 citations
TL;DR: A test to measure medical school teachers’ tacit knowledge of basic pedagogical concepts and principles used a 1-way ANOVA and reported that clinician-educators scored higher than those in the other groups.
Abstract: Editor ) A recent article by McLeod et al. reported on a test to measure medical school teachers’ tacit knowledge of basic pedagogical concepts and principles. The test was divided into declarative and procedural knowledge questions. A total of 72 teachers from 5 different groups took the test: 30 honour list members (teachers recognised by their peers for excellence in teaching); 6 senior residents; 6 community-based specialists; 20 university-based specialists; and 10 clinician-educators with advanced degrees or experience in medical education, research or faculty development. McLeod et al. used a 1-way ANOVA and reported that clinician-educators scored higher than those in the other groups.