ROJoson’s Pioneering Effort in Debate as a Teaching-learning Activity
Most likely, I was the first one in the country to use this kind of teaching-learning activity among general surgeon trainees.
I recall that I thought of debate for at least 2 reasons (I will try to look for the complete write-up on this):
· Medicine or surgery is full of controversies. The surgical residents should know how to resolve the controversies.
· The surgical residents should know how to defend whatever stand they make. They should be able to communicate well.
I have used debate as a teaching-learning activity among general surgical residents in the Departments of Surgery of the Philippine General Hospital, Ospital ng Maynila Medical Center, Zamboanga City Medical Center, and Tondo Medical Center. I had surgical residents from different hospitals debate with each other in a teleconference circa 1994 (vividly remember – surgical residents from Zamboanga City Medical Center vs those from PGH; those from Tondo Medical Center vs those from ZCMC).
Circa 1996, I wrote this paper with Marissa Lim.
Debate as a Teaching-learning Activity in General Surgery
http://gs1pgh.tripod.com/debategs.htm
Excerpts:
Debate has been tried by the authors in the General Surgery Course (1991-1995) in Zamboanga City Medical Center (ZCMC). It has also been tried by the senior author in the curriculum of the Division of Head and Neck, Breast, Esophagus, and Soft Tissue Surgery in the Philippine General Hospital (PGH) from 1994 to 1996.
Abstract
Debate was utilized by the authors as a teaching-learning activity in training general surgical residents on how to handle controversial issues in surgery. The mechanics, format, rating scale, benefits and problems were described. A proceeding of a debate was included to illustrate the mechanics and format. Aside from training in handling controversial issues, the debate could develop skills in argumentation, medical presentation, audiovisual aids preparation, oral communication, problem-solving and decision-making, critical thinking, critical appraisal of journals, interpersonal relationships, and cooperative learning. The major problem identified was how to make trainees acquired the benefits of the debate to the maximum. A resolution to make trainees experienced at least two sessions of debate was made.
In 2002, when I was the Chairman of the Department of Surgery of Ospital ng Maynila Medical Center, I used debate as a teaching-learning strategy for surgical residents in handling medical controversies.
Hazel Turingan and I wrote this paper:
DEBATE AS A TEACHING-LEARNING ACTIVITY IN A DEPARTMENT OF SURGERY IN THE PHILIPPINES
DEBATE AS A TEACHING-LEARNING ACTIVITY IN A DEPARTMENT OF SURGERY IN THE PHILIPPINES
Hazel Z. Turingan, MD, Reynaldo O. Joson, MD, MHPEd, MS Surg. Department of Surgery, Ospital ng Maynila Medical Center, Philippines
Debate has been utilized by the authors as a teaching-learning activity in training general surgical residents on how to handle controversial issues in surgery. This paper describes the mechanics, format, rating scale used in evaluation, benefits and feedback of the residents of the Department of Surgery of Ospital ng Maynila Medical Center who experienced the debates. A total of 6 debates have been conducted from 2002 to May, 2004 at a frequency of twice a year. The primary goal of the debates as conducted was to train future surgeons on how to deal with “controversial issues” in surgery. Just by the nature of the issues to be debated, usually in the form of ___ vs ___, the trainees were made aware that controversies abound in surgery. The trainees in preparing for the debate invariably read on the pros and cons of the issues. To defend their position, they had to do critical analysis. During the debate proper, especially during the presentation and rebuttal by the opposite team, they acquired an in-depth grasp of the controversy. At the end of the debate, they realized there would be no absolutely right or wrong stand and settlement of issues would defend on rational problem-solving and decision-making. Aside from training in handling controversial issues, the debate could develop skills in argumentation, medical presentation, audiovisual aids preparation, oral communication, problem-solving and decision-making, critical thinking, critical appraisal of journals, interpersonal relationships, and cooperative learning.
Some of the debates are documented in the following videos (posted in YouTube):
Teledebate PGH GS1 and ZCMC – Breast Ca – 1994Oct3 (7 segments)
TELE-DEBATE PGH GS1 ZCMC BREAST CA INTRODUCTION
TELE-DEBATE PGH GS1 ZCMC BREASTCA PGH STAND ANN PAZ
TELE-DEBATE PGH GS1 ZCMC BREASTCA ZCMC STAND MAYA LIM
TELE-DEBATE PGH GS1 ZCMC BREASTCA PAZ-MAYA REBUTTAL
TELE-DEBATE PGH GS1 ZCMC BREASTCA REBUTTAL RICKY SAMMY
TELE-DEBATE PGH GS1 ZCMC BREASTCA RESOURCE PERSON LIQUETE
TELE-DEBATE PGH GS1 ZCMC BREASTCA OPEN FORUM CLOSING
GSI Debate on Esophageal Surgical Approach for Esophageal Ca