Sherbino Jonathan, Frank Jason, Lee Curtis, Bandiera Glen
Division of Emergency Medicine, University of Toronto, Toronto, Ontario, Canada.
Acad Emerg Med. 2006 Oct;13(10):1062-9. doi: 10.1197/j.aem.2006.05.025. Epub 2006 Aug 31.
Effective clinical teaching in emergency departments (EDs) presents unique challenges. No validated approaches to enhancing ED teaching have been reported. The authors evaluated the effectiveness of a novel one-day evidence-based, skills-oriented faculty development course tailored to ED teachers (ED STAT!).
The authors invited all inaugural course registrants to participate in this program evaluation study. The authors assessed participants' knowledge change and perceived change in teaching behavior using a multiple-choice and short-answer question examination, a teaching behaviors questionnaire, and a survey for satisfaction. Data were gathered before, immediately after, and one month after the course. Mean scores were compared using the Wilcoxon signed rank test, and qualitative results were analyzed via a grounded theory approach.
Thirty-one individuals from a variety of academic and community EDs completed the May 2005 course; 28 participated in the pre-evaluation and postevaluation, and 22 participated in the one-month postevaluation. Multiple-choice scores increased from pre-evaluation to one-month postcourse by 15.1% (p < 0.001, effect size large: d = 1.53). Short-answer scores increased by 17.2% (p = 0.001, effect size large: d = 0.90). After one month, 55% of participants reported an increased amount of teaching, 86% perceived this teaching to be of a greater quality, and 82% had shared new strategies with colleagues. The course would be recommended to a colleague by 96.3% of respondents.
ED STAT! improves participants' knowledge about ED-specific teaching strategies, and this improvement is maintained at one month. Participants reported high satisfaction and a positive effect on teaching behavior.
急诊科的有效临床教学面临着独特的挑战。目前尚无已证实有效的提高急诊科教学质量的方法被报道。作者评估了一门专为急诊科教师量身定制的新型的、为期一天的循证技能型教师发展课程（急诊教学技能提升课程！）的有效性。
作者邀请了所有首批参加该课程的学员参与这项项目评估研究。作者通过多项选择题和简答题考试、教学行为问卷以及满意度调查，评估了学员的知识变化以及教学行为的感知变化。在课程开始前、课程结束后立即以及课程结束后一个月收集数据。使用Wilcoxon符号秩检验比较平均分数，并通过扎根理论方法分析定性结果。
来自各类学术性和社区急诊科的31人完成了2005年5月的课程；28人参与了预评估和后评估，22人参与了一个月后的评估。多项选择题的分数从预评估到课程结束后一个月提高了15.1%（p < 0.001，效应量较大：d = 1.53）。简答题的分数提高了17.2%（p = 0.001，效应量较大：d = 0.90）。一个月后，55%的学员表示教学量有所增加，86%的学员认为教学质量更高，82%的学员与同事分享了新策略。96.3%的受访者会向同事推荐该课程。
急诊教学技能提升课程！提高了学员对急诊科特定教学策略的知识水平，且这种提高在一个月后仍得以保持。学员们对该课程满意度很高，且对教学行为产生了积极影响。
