Can effective pedagogy be ensured in minimally invasive surgery e-learning?

Abstract

Introduction

Effectiveness of e-learning diminishes without the support of a pedagogical model to guide its use. In minimally invasive surgery (MIS), this has been reported as a limitation when technology is used to deliver contents without a sound pedagogical background.

Material and methods

We describe how a generic pedagogical model, the 3D pedagogy framework, can be used for setting learning outcomes and activities in e-learning platforms focused on MIS cognitive skills. A demonstrator course on Nissen fundoplication was developed following the model step-by-step in the MISTELA learning platform. Course design was informed by Kolb’s Experiential learning model. Content validation was performed by 13 MIS experts.

Results

Ten experts agreed on the suitability of content structuring done according to the pedagogical model. All experts agreed that the course provides means to assess the intended learning outcomes.

Conclusions

This work showcases how a general-purpose e-learning framework can be accommodated to the needs of MIS training without limiting the course designers’ pedagogical approach. Key advances for its success include: (1) proving the validity of the model in the wider scope of MIS skills and (2) raising awareness amongst stakeholders on the need of developing training plans with explicit, rather than assumed, pedagogical foundations. Abbreviations: MIS: minimally invasive surgery; TEL: technology enhanced learning

Keywords:

• Minimally invasive surgery
• e-learning
• cognitive skills
• pedagogical model
• MISTELA

Acknowledgements

The authors thank all staff from the Jesús Usón Minimally Invasive Surgery Centre, Leiden University Medical Centre and St. Olav’s Hospital participating in the course panel.

Declaration of interest

The authors report no proprietary or commercial interest in any product mentioned or concept discussed in this article.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work has been carried out under project MISTELA [528125-LLP-1-2012-1-UK-LEONARDO-LMP]. This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.