Fischer Lars, Bruckner Thomas, Diener Markus K, Kadmon Martina, Wente Moritz N, Sauerland Stephan, Seiler Christoph M
Department of Surgery, University of Heidelberg, Germany.
J Surg Educ. 2009 Jan-Feb;66(1):15-9. doi: 10.1016/j.jsurg.2008.08.003.
Only a small part of the daily work in the field of surgery is based on high-level evidence. To improve the rate of evidence-based medicine (EBM) in surgery, more surgical, randomized controlled trials have been advocated. In addition, it has been recognized that educational issues that concern methods and techniques of clinical research are of similar importance. Therefore, a clinical investigator course focusing particularly on the issues of surgical trials was initiated in 2005. The structure of this course is demonstrated here as well as the results of its evaluation over the last 4 years.
All participants were invited to rate both the lecture and the teachers with the help of a standardized evaluation questionnaires (rating scale from 1 = excellent to 6 = insufficient). Lectures were evaluated via questions on content, comprehension, and learning effect. Teachers were evaluated in terms of rhetorical abilities, content, and presentation technique, respectively. Assessment of personal long-term learning effects was evaluated by an e-mail survey.
Seventy-three participants were trained in a total of 4 courses. Participants in each course completed the evaluation questionnaires. In 2005, 20 of 21 (95.2%) participants completed the questionnaire; in 2006, 11 of 11 participants completed it (100%); in 2007, 19 of 22 (86.4%) participants completed it; and in 2008, 16 of 19 (84.2%) participants completed it. The overall evaluation of the course was graded 1.52 for content and 1.72 for clarity, and the learning effect was assessed at 1.60. The 16 lecturers came from different institutions involved in clinical research and evidence-based surgery. Besides classic lecturing, the current assembly of the course consists of 6 lectures designed as hands-on sessions. A survey (48.5% response rate) with a mean follow-up of 1.72 years (range, 6 months to 3 years) revealed that the enduring learning effect was rated 2.09, and 70.4% of former participants actually participated in randomized controlled trials.
The development of a clinical investigator course tailored to the needs of surgeons provides hospitals with a key tool for promoting surgical interest in clinical trials.
外科领域的日常工作中只有一小部分基于高级别的证据。为提高外科领域循证医学（EBM）的比例，人们提倡开展更多外科随机对照试验。此外，人们认识到与临床研究方法和技术相关的教育问题同样重要。因此，2005年启动了一门特别关注外科试验问题的临床研究者课程。本文展示了该课程的结构以及过去4年的评估结果。
所有参与者都被邀请借助标准化评估问卷（评分范围从1 = 优秀到6 = 不足）对讲座和教师进行评分。通过关于内容、理解和学习效果的问题对讲座进行评估。分别从演讲能力、内容和展示技巧方面对教师进行评估。通过电子邮件调查评估个人长期学习效果。
共有73名参与者参加了4期课程培训。每期课程的参与者都完成了评估问卷。2005年，21名参与者中有20名（95.2%）完成了问卷；2006年，11名参与者全部完成（100%）；2007年，22名参与者中有19名（86.4%）完成了问卷；2008年，19名参与者中有16名（84.2%）完成了问卷。课程的总体评估中，内容评分为1.52，清晰度评分为1.72，学习效果评分为1.60。16名讲师来自参与临床研究和循证外科的不同机构。除了传统讲座外，当前课程设置还包括6场设计为实践操作环节的讲座。一项回复率为48.5%、平均随访时间为1.72年（范围为6个月至3年）的调查显示，持久学习效果评分为2.09，70.4%的往届参与者实际参与了随机对照试验。
为满足外科医生需求而开发的临床研究者课程为医院提供了一个促进外科医生对临床试验产生兴趣的关键工具。
