Department of General Surgery, Greenville Hospital System, University of South Carolina School of Medicine Program, Greenville, South Carolina 29605, USA.
J Surg Educ. 2012 May-Jun;69(3):432-40. doi: 10.1016/j.jsurg.2011.11.007. Epub 2012 Jan 17.
To investigate the degree of variability in perception as related to the service versus education issue in general surgery residency education.
A survey questionnaire was designed with 15 scenarios constructed by the author to represent an array of resident experiences with differing educational and noneducational value. After appropriate Institutional Review Board (IRB) approval, the survey was administered to a variety of medical student, resident, and faculty groups. Individual and intergroup variability was assessed.
Large, university-affiliated teaching hospital.
A total of 137 questionnaires were returned from medical students, residents, and attending physicians encompassing several medical specialties and a broad range of clinical experience. In all, 7 of 15 scenarios resulted in statistically significant different response patterns across specialties and 8 of 15 scenarios across levels of experience. Individual responses spanned nearly all possible responses for most scenarios.
Considerable variability exists across individuals as well as groups in the interpretation of the types of experiences that represent service, education, or both in general surgery residency training. Arriving at a quantifiable balance in service versus education in general surgery resident education may never be possible given the variability in interpretation of the various activities residents perform. This must be kept in mind in both interpreting the results of the Accreditation Council for Graduate Medical Education (ACGME) survey and also when designing educational activities within a program.
调查一般外科住院医师教育中服务与教育问题相关的感知差异程度。
作者设计了一份调查问卷，其中包含 15 个情景，代表了住院医师在不同教育和非教育价值方面的各种经历。在获得适当的机构审查委员会 (IRB) 批准后，该调查针对各种医学生、住院医师和教师群体进行了管理。评估了个体和群体间的可变性。
大型大学附属教学医院。
共收到来自医学生、住院医师和主治医生的 137 份问卷，涵盖了多个医学专业和广泛的临床经验。总共有 7 个情景中的 15 个在专业和经验水平上的反应模式存在统计学显著差异，8 个情景中的 15 个存在统计学显著差异。个体反应几乎涵盖了大多数情景的所有可能反应。
在解释一般外科住院医师培训中代表服务、教育或两者兼有的各种经历类型方面，个体之间以及群体之间存在相当大的差异。鉴于住院医师所从事的各种活动的解释存在差异，在一般外科住院医师教育中实现服务与教育的定量平衡可能永远无法实现。在解释毕业后医学教育认证委员会 (ACGME) 调查的结果以及在计划内设计教育活动时，都必须牢记这一点。
