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Surgeons as Leaders in Everyday Practice (Detractors for this course felt.…
Surgeons as Leaders in Everyday Practice
Detractors for this course felt....
the course was high quality but not very high quality. They agreed with what was taught, but did not strongly agree with much about the course
the course provided a lot of reflection o n leadership but need to have more practical content and advice for its participants to apply to the surgical workplace.
the course needed to be shorter in length and avoid unclear or superfluous discussion/content
'This course doesn't me do my role as a big L leader in a hospital. The course should be more concise and provide clear and practical advice to follow'
Promoters of this course felt...
the course was very high quality. They strongly agreed with much about the course.
the course offered them a lot of learning about leadership and communication, but feel the course will be improved with more engagement between participants, better facilitation, and ensuring content was related strongly to a surgical context.
'This course has some really great content and really had an impact on me. The course could be more engaging in its delivery and increase its relevance by using surgical contexts'
Passive participants from this course felt...
the course was high quality but not very high quality. They agreed with what was taught tot them but need not strongly agree with much about the course
they learned a lot from the course, especially from followership, and Belbin team roles. Would improve the course by including more practical examples and scenarios to work through
'The course is good, but more practical examples and scenarios to work through will make it a better course'
STOP: using non-clinical contexts and examples
START: aligning with PCM and teaching communication more effectively
KEEP DOING: followership
STOP: waffling and going off topic
STOP: didactic teaching
STOP: being too technical
KEEP DOING: communication
KEEP DOING: Belbin team roles
START: providing practical advice for Big L leadership roles
START: engaging participants with activities and role plays and scenario activities
STOP: using 'pedestrian' faculty
START: investing in highly engaging faculty
KEEP DOING: content which asks people to reflect on their own leadership
STOP: rushing through content on 'responding to conflict, errors etc.'