Female Pelvic Medicine and Reconstructive Surgery, Magee-Womens Hospital, University of Pittsburgh School of Medicine, Department of Obstetrics, Gynecology, and Reproductive Sciences, Division of Urogynecology and Reconstructive Pelvic Surgery, Pennsylvania, USA.
Acad Med. 2012 Mar;87(3):364-71. doi: 10.1097/ACM.0b013e31824484a0.
To identify sucessful teaching techniques in the operating room environment through examining the teaching of the midurethral sling (MUS) surgery.
The authors distributed questionnaires with open-ended questions about teaching and learning MUS to 5 urogynecology attendings and 16 obstetrics-gynecology residents in spring 2010. In an effort to identify qualities of an effective sling teacher, the authors used grounded theory to determine common themes and to code participant responses for examples.
Of 21 potential respondents, 14 (67%) returned questionnaires. The authors analyzed these and identified seven commonalities among effective sling teachers: they (1) emphasize anatomical landmarks (as determined by 64 total comments); (2) use perceptual-motor teaching (PMT; 38 comments); (3) encourage repetition (28); (4) promote early independence (34); (5) demonstrate confident competence (23); (6) maintain a calm demeanor in the operating room (20); and (7) exhibit a willingness to accept responsibility for mistakes and consequences (9). The second-most common attribute, using PMT, requires the teaching attending to emphasize the motor and tactile aspects of operating and involves incorporating not only what learners see but also what they feel.
The authors report seven qualities or techniques fundamental to good teaching practice in a high-stress, high-technology surgical environment, and they have identified the use of PMT, which to their knowledge has not been previously described. Teachers and learners in this study characterized PMT, which is likely generalizable to surgical procedures other than the MUS, as important. Future research should focus on exploring this technique in other surgeries.
通过检查中尿道吊带（MUS）手术的教学来确定手术室环境中成功的教学技巧。
作者在 2010 年春季向 5 名妇科泌尿学主治医生和 16 名妇产科住院医生分发了带有关于教学和学习 MUS 的开放式问题的问卷。为了确定有效的吊带教师的素质，作者使用扎根理论来确定共同主题，并对参与者的回答进行编码以举例说明。
在 21 名潜在受访者中，有 14 名（67%）返回了问卷。作者对这些问卷进行了分析，确定了有效的吊带教师的七个共同点：他们（1）强调解剖学标志（由 64 条总评论确定）；（2）使用感知运动教学（PMT；38 条评论）；（3）鼓励重复（28）；（4）促进早期独立（34）；（5）表现出自信的能力（23）；（6）在手术室保持冷静的举止（20）；（7）表现出愿意为错误和后果承担责任（9）。第二常见的属性，使用 PMT，要求教学主管强调操作的运动和触觉方面，不仅包括学习者看到的内容，还包括他们感觉到的内容。
作者报告了在高压力、高科技手术环境中进行良好教学实践的七个基本品质或技术，并确定了 PMT 的使用，据他们所知，这在以前尚未描述过。在这项研究中，教师和学习者将 PMT 描述为重要的，这可能适用于除 MUS 以外的其他手术。未来的研究应侧重于探索这种技术在其他手术中的应用。
