Anastakis Dimitri J, Wanzel Kyle R, Brown Mitchell H, McIlroy Jodi Herold, Hamstra Stanley J, Ali Jameel, Hutchison Carol R, Murnaghan John, Reznick Richard K, Regehr Glenn
Department of Surgery and Centre for Research in Education, University of Toronto, FP4-140, 399 Bathurst St., Toronto, ON, M5T 2S8, Canada.
Am J Surg. 2003 Apr;185(4):378-85. doi: 10.1016/s0002-9610(02)01403-4.
This study was a formative evaluation of a 2-year Surgical Skills Center Curriculum (SSCC) using objective measures of surgical performance and self-reported process-oriented evaluations.
Fifty postgraduate third-year (PGY-3) residents participated in an Objective Structured Assessment of Technical Skills (OSATS) examination. Nineteen residents underwent the SSCC and 31 residents did not. During the SSCC, self-reported student and faculty evaluations were completed after each session.
For the OSATS examination, scores were not significantly different between treatment and control groups, on either the checklist (66.4 +/- 6.1 versus 64.1 +/- 10.8) or global rating scale scores (66.9 +/- 6.9 versus 68.0 +/- 9.6). Further comparisons between groups on individual OSATS stations revealed no significant differences between groups. The majority of student and faculty evaluation remarks were highly positive.
The OSATS results failed to support our hypothesis that training on a core procedure in a single session during a SSCC would have an appreciable and sustained effect after 2 years. Self-reported process-oriented evaluations support the utility of our SSCC.
本研究是一项对为期两年的外科技能中心课程（SSCC）的形成性评估，采用手术操作的客观测量方法和自我报告的以过程为导向的评估。
50名三年级住院医师（PGY - 3）参加了客观结构化技术技能评估（OSATS）考试。19名住院医师参加了SSCC，31名住院医师未参加。在SSCC期间，每次课程结束后完成自我报告的学生和教师评估。
对于OSATS考试，治疗组和对照组在检查表得分（66.4±6.1对64.1±10.8）或整体评分量表得分（66.9±6.9对68.0±9.6）上均无显著差异。在OSATS各个站点上两组之间的进一步比较显示组间无显著差异。大多数学生和教师的评估意见都是高度积极的。
OSATS结果未能支持我们的假设，即在SSCC期间单次课程中对核心手术进行培训在两年后会产生显著且持续的效果。自我报告的以过程为导向的评估支持了我们SSCC的效用。
