Schwind Cathy J, Boehler Margaret L, Rogers David A, Williams Reed G, Dunnington Gary, Folse Roland, Markwell Stephen J
Department of Surgery, P.O. Box 19638, Southern Illinois University School of Medicine, Springfield, IL 62794-9638, USA.
Am J Surg. 2004 Feb;187(2):198-200. doi: 10.1016/j.amjsurg.2003.11.024.
The operating room (OR) is an important venue where surgeons do much of medical student teaching and yet there has been little work evaluating variables that influence learning in this unique environment. We designed this study to identify variables that affected medical student learning in the OR.
We developed a questionnaire based on surgery faculty observations of learning in the OR. The medical students completed the questionnaire on 114 learning episodes in the OR. Pearson correlation coefficient was used to establish the strength of association between various variables and the student's overall perception of learning.
The students evaluated 27 variables that might impact their learning in the OR. Strong correlations were identified between the attending physician's attitude, interactions and teaching ability in the OR and the environment being conducive to learning.
Surgical faculty behavior is a powerful determinant of student perceptions of what provides for a favorable learning environment in the OR.
手术室是外科医生开展大量医学生教学工作的重要场所，但针对影响在这一独特环境中学习的变量进行评估的研究却很少。我们开展这项研究以确定影响医学生在手术室学习的变量。
我们基于外科教员对手术室学习情况的观察制定了一份问卷。医学生就手术室中的114次学习经历完成了该问卷。采用Pearson相关系数来确定各种变量与学生对学习的总体感知之间的关联强度。
学生们评估了27个可能影响他们在手术室学习的变量。发现主治医生在手术室中的态度、互动和教学能力与有利于学习的环境之间存在强相关性。
外科教员的行为是学生对手术室中有利学习环境认知的有力决定因素。
