Cahan Mitchell A, Starr Susan, Larkin Anne C, Litwin Demetrius E M, Sullivan Kate M, Quirk Mark E
Department of Surgery, University of Massachusetts Medical School, Worcester, MA 01655, USA.
Arch Surg. 2011 Jul;146(7):830-4. doi: 10.1001/archsurg.2011.157.
Promoting a culture of teaching may encourage students to choose a surgical career. Teaching in a human factors (HF) curriculum, the nontechnical skills of surgery, is associated with surgeons' stronger identity as teachers and with clinical students' improved perception of surgery and satisfaction with the clerkship experience.
To describe the effects of an HF curriculum on teaching culture in surgery.
DESIGN, SETTING, PARTICIPANTS, AND INTERVENTION: Surgeons and educators developed an HF curriculum including communication, teamwork, and work-life balance.
Teacher identity, student interest in a surgical career, student perception of the HF curriculum, and teaching awards.
Ninety-two of 123 faculty and residents in a single program (75% of total) completed a survey on teacher identity. Fifteen of the participants were teachers of HF. Teachers of HF scored higher than control participants on the total score for teacher identity (P < .001) and for subcategories of global teacher identity (P = .001), intrinsic satisfaction (P = .001), skills and knowledge (P = .006), belonging to a group of teachers (P < .001), feeling a responsibility to teach (P = .008), receiving rewards (P =.01), and HF (P = .02). Third-year clerks indicated that they were more likely to select surgery as their career after the clerkship and rated the curriculum higher when it was taught by surgeons than when taught by educators. Of the teaching awards presented to surgeons during HF years, 100% of those awarded to attending physicians and 80% of those awarded to residents went to teachers of HF.
Curricular focus on HF can strengthen teacher identity, improve teacher evaluations, and promote surgery as a career choice.
营造教学文化氛围可能会鼓励学生选择外科职业。在人为因素（HF）课程中教授手术的非技术技能，与外科医生作为教师的更强身份认同感以及临床学生对手术的更好认知和对实习经历的满意度相关。
描述HF课程对外科教学文化的影响。
设计、地点、参与者和干预措施：外科医生和教育工作者开发了一门HF课程，内容包括沟通、团队合作和工作与生活的平衡。
教师身份认同、学生对外科职业的兴趣、学生对HF课程的认知以及教学奖项。
在一个项目中的123名教职员工和住院医师中有92人（占总数的75%）完成了关于教师身份认同的调查。其中15名参与者是HF课程的教师。HF课程的教师在教师身份认同总分（P <.001）以及全球教师身份认同的子类别（P =.001）、内在满意度（P =.001）、技能和知识（P =.006）、属于教师群体（P <.001）、有教学责任感（P =.008）、获得奖励（P =.01）和HF（P =.02）方面的得分高于对照组参与者。三年级实习生表示，实习后他们更有可能选择外科作为职业，并且认为由外科医生授课的课程比由教育工作者授课的课程评分更高。在HF课程实施期间授予外科医生的教学奖项中，授予主治医生的奖项中有100%以及授予住院医师的奖项中有80%颁发给了HF课程的教师。
以HF为重点的课程可以增强教师身份认同，改善教师评价，并促进外科成为职业选择。
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