Abstract
BACKGROUND: Surging Australian medical student numbers over the past two decades have strained hospital teaching capacity, impacting student exposure to paediatric surgery. AIM: Improving access to education in paediatric surgery for medical students by creating an online learning module and evaluating its efficacy. METHODS: To determine learning needs, we conducted two medical student focus groups in September 2018 and anonymous evaluation surveys, using 5-point Likert scales. Using feedback, local curricula guidelines and curricula from other medical schools, medical educators and paediatric surgeons created an online self-directed learning module, implemented in October 2018. Post-implementation, we used mixed methods to assess effectiveness, including additional focus groups the following month and evaluation surveys. Pre- and post-intervention assessment results were compared. We analysed quantitative data using descriptive statistics and qualitative data using inductive content analysis. RESULTS: Over the study period there were 919 students. Eighteen participated in pre-implementation focus groups. Sixteen participated in post-implementation focus groups. There were 109 student feedback survey responses. Pre-implementation, there was dissatisfaction with paediatric surgical teaching, including inadequate framework, inconsistencies in teaching quality, and inequity in teaching quantity. Post-implementation, students exhibited high levels of satisfaction with teaching quality and quantity. CONCLUSION: The online learning module improved access to, and satisfaction with, paediatric surgery learning, enabling equitable distribution of educational material. There may be a broader role for online learning for undergraduate surgical education, particularly where there are accessibility issues, but further research and analysis are required.