Educational Planning in Postgraduate Surgery.
Abstract
Introduction. The objective of this paper is to present the experience of educational planning for a course taught under two delivery modalities in the postgraduate program for General Surgery Specialist. Subjects and Methods. A descriptive, observational (non-experimental) study with retrospective analysis was conducted. The course was planned and implemented consecutively in person and online, between August 2017 and August 2025. Second-, third-, or fourth-year General Surgery residents who were simultaneously pursuing a General Surgery Specialist program were included. The course load was two hours per week for twenty consecutive weeks, with a total of 40 theoretical hours (in person or online) and 90 in-person practical hours developed at the residency program's location. The course required the development of a research project and the approval of a summative evaluation through a final multiple-choice exam with four answer options, focusing on research methodology topics. The minimum attendance requirement was 80% of classes. The risk of failing the course was also analyzed based on the delivery method. Results. Of a total of 624 participants enrolled, 460 (73.7%) were eligible to take the final exam. In the in-person mode, 112 of 117 participants (95.7%) passed, while in the virtual mode, 269 of 343 (78.4%) passed, with significant differences in favor of the in-person mode. The risk of failing the course was higher among students in the virtual mode. Conclusion. Educational planning made it possible to establish basic training standards that were maintained as an effective pedagogical strategy, regardless of the delivery method (in-person or virtual).
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