Surgical Education Week 2013 Inductive vs Deductive Learning

Medical Education • Recent philosophies driving changes in undergraduate medical education • Most curriculum

Teaching Styles Directed • "traditional, " didactic • senior, experienced lecturer presents entirety of

Hypotheses • Inductive learning has a greater positive impact on students' acquisition of knowledge

Study Design Core surgical topics Explicit outline of how topics should be covered along

Study Design Directed (chief resident) Pre-Test *n = 42 students *IRB approved June 29,

Results 80 70 60 50 40 30 20 10 0 Pretest Posttest p <

Results 70 Average Scores 35 Average Improvement 30 60 25 50 40 20 30

Results 100% Student Ratings of Study Styles 90% 80% 70% 60% 50% 40% 30%

Results 50% Student #1 Ratings of Studying Techniques 45% 40% 35% 30% 25% 20%

Conclusion • Inductive teaching significantly improves students' core surgical knowledge over the traditional directed

Recommendation This inductive teaching curriculum should be incorporated into more medical student clerkship curricula,

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Surgical Education Week 2013 Inductive vs. Deductive Learning on a General Surgery Clerkship B. Malone, K. Wirth, K. Barrera M. Klein, C. Turner, A. Sanni Department of Surgery SUNY-Downstate Medical Center

Medical Education • Recent philosophies driving changes in undergraduate medical education • Most curriculum changes in the past 10 years focus on the first 2 years of medical school

Teaching Styles Directed • "traditional, " didactic • senior, experienced lecturer presents entirety of information • instructor-driven • large groups Inductive • gaining acceptance • senior serves as guide for discussion • student-driven • small groups

Hypotheses • Inductive learning has a greater positive impact on students' acquisition of knowledge than traditional directed learning. • Students prefer inductive learning methods to traditional directed learning.

Study Design Core surgical topics Explicit outline of how topics should be covered along with a recommended textbook (Lawrence) Presentations during morning rounds limited to 5 minutes with a timer

Study Design Directed (chief resident) Pre-Test *n = 42 students *IRB approved June 29, 2012 Daily Presentations on Rounds Inductive (students) Post-Test

Study Design

Results 80 70 60 50 40 30 20 10 0 Pretest Posttest p < 0. 001

Results 70 Average Scores 35 Average Improvement 30 60 25 50 40 20 30 15 20 10 10 5 0 0 Pre-Test Directed Post-Test Inductive p < 0. 001 Directed Inductive p = 0. 005

Results 100% Student Ratings of Study Styles 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Curiosity improved learning Interested in surgical topics Explaining topics focused studying Outline of topics focused studying Pre-clerkship test focused studying

Results 50% Student #1 Ratings of Studying Techniques 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Preparing presentations Questions on rounds Question banks Hearing presentations

Conclusion • Inductive teaching significantly improves students' core surgical knowledge over the traditional directed lecturing style • Students prefer inductive learning to directed learning

Recommendation This inductive teaching curriculum should be incorporated into more medical student clerkship curricula, especially on general surgery rotations.