Collins John P, Civil Ian D, Sugrue Michael, Balogh Zsolt, Chehade Mellick J
Royal Australasian College of Surgeons, College of Surgeons Gardens, Spring Street, Melbourne, Victoria 3000, Australia.
World J Surg. 2008 Oct;32(10):2138-44. doi: 10.1007/s00268-008-9680-z.
Surgical education for medical students in Australia and New Zealand is provided by 19 universities in Australia and 2 in New Zealand. One surgical college is responsible for managing the education, training, assessment, and professional development programs for surgeons throughout both countries. The specialist surgical associations and societies act as agents of the college in the delivery of these programs, the extent of which varies among specialties. Historically, surgical training was divided into basic and specialist components with selection required for each part. In response to a number of factors, a new surgical education and training program has been developed. The new program incorporates a single merit-based national selection directly into the candidate's specialty of choice. The existing curriculum for each of the nine specialties has been remodeled to a competence-based format in line with the competence required to undertake the essential roles of a surgeon. New standards and criteria have been produced for accreditation of health care facilities used for training. A new basic surgical skills education and training course has been developed, with simulation playing an increasing role in all courses. Trainees' progress is assessed by workplace-based assessment and formal examinations, including an exit examination. The sustained production of sufficient competent surgeons to meet societal needs encompasses many challenges including the recruitment of appropriate graduates and the availability of adequate educational and clinical resources to train them. Competence-based training is an attractive educational philosophy, but its implementation has brought its own set of issues, many of which have yet to be resolved.
澳大利亚和新西兰的医学生外科教育由澳大利亚的19所大学和新西兰的2所大学提供。一所外科学院负责管理两国外科医生的教育、培训、评估和专业发展项目。专业外科协会和学会在这些项目的实施中充当该学院的代理机构，各专业的项目范围有所不同。从历史上看，外科培训分为基础和专科部分，每个部分都需要进行选拔。鉴于多种因素，已制定了一项新的外科教育和培训计划。新计划将基于单一择优原则的全国选拔直接纳入候选人所选的专业。九个专业各自现有的课程已根据外科医生承担基本职责所需的能力，重新调整为基于能力的形式。已制定了用于培训的医疗保健设施认证的新标准和标准。已开发了一门新的基础外科技能教育和培训课程，模拟在所有课程中发挥着越来越大的作用。学员的进展通过基于工作场所的评估和正式考试进行评估，包括结业考试。持续培养足够数量的合格外科医生以满足社会需求面临诸多挑战，包括招募合适的毕业生以及提供足够的教育和临床资源来培训他们。基于能力的培训是一种有吸引力的教育理念，但其实施带来了一系列自身的问题，其中许多问题尚未得到解决。
