Kotzsch S, Geissler N, Hoffmeier A, Fischer M, Dietz A, Strauß G, Korb W, Hofer M
Innovative Surgical Training Technologies, Hochschule für Technik, Wirtschaft und Kultur Leipzig, Leipzig.
Laryngorhinootologie. 2012 Nov;91(11):699-703. doi: 10.1055/s-0032-1323725. Epub 2012 Sep 7.
In literature and scientific societies no binding methodical-didactic recommendations or guidelines exist in order to design surgical training courses. The educating institutions plan, organise and evaluate the educational program on their own initiative.
Through a research project surgical training courses were investigated through structured surveys, expert discussions with course responsibles and trainers and analysis of participant's questionnaires. The investigation was performed by an pedagogical-psychological research institution. First implementations were installed and immediately included in the running process of evaluation.
From the evaluation, specific alterations in the organisational and micro didactic process were implemented. In addition, changes in a long term process had to be implemented such as: (a) conception of the trainer role, (b) giving feedback and judge performance and (c) provide contents in a sophisticated manner.
For advanced medical training providers a long term cooperation with a pedagogical institution seems to be highly advisable.
在文献和科学团体中，不存在关于设计外科培训课程的具有约束力的方法性教学建议或指南。教育机构自行规划、组织和评估教育项目。
通过一个研究项目，通过结构化调查、与课程负责人和培训师的专家讨论以及对参与者问卷的分析，对外科培训课程进行了调查。该调查由一个教育心理学研究机构进行。首次实施的内容被安装并立即纳入运行评估过程。
从评估中，在组织和微观教学过程中实施了具体的改变。此外，还必须在长期过程中实施一些改变，例如：（a）培训师角色的概念，（b）提供反馈和评判表现，以及（c）以复杂的方式提供内容。
对于高级医学培训提供者来说，与一个教育机构进行长期合作似乎是非常可取的。
