This critique evaluates the curriculum and assessment methods in a postgraduate surgery program, highlighting key challenges.
Introduction The Royal College of Surgeons of England's postgraduate certificate in surgery is a flexible, one-to-two-year programme which leads to the award of a nationally recognized qualification when completed. It targets surgical patients' caregivers and aspiring surgeons many of who make decisions that affect patients' lives. Operational Model The postgraduate certificate in surgery operates by modular and integrated curriculum models, including problem-based learning within interactive Virtual Learning Environment (VLE) modules which are aligned with learning outcomes and a standardized syllabus. The curriculum incorporates behavioural, cognitivist, and constructivist learning theories, utilizing e-learning and workplace-based assessments (WBAs) to achieve learning objectives. Assessment includes formative and summative methods (Multiple Choice and Extended Matching Questions, WBAs) to evaluate learning, with WBAs considered crucial for practice-based learning. The programme aligns with the Intercollegiate Surgical Curriculum Programme and quality assurance standards. Drawbacks Assessment feedback and mentorship support might be unavailable to learners who only enrol in modules without WBAs, as they consequently omit experiential learning with a clinical/educational supervisor. Workplace-based learning brings into action a "hidden curriculum," which is believed to significantly impact learning and career development. Potential benefits could be missed by learners that decide to skip WBA-containing modules that are fundamental to every surgical specialty. Conclusion While offering flexible module selection, there is an argument for some mandatory core components in the postgraduate certificate programme. This ensures that competencies in essential modules are achieved by learners, prioritizing patient safety over convenience. Accuracy checks within the VLE are also vital to eliminate errors.
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Nzeribe et al. (2025) studied this question.
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