O'Malley Natasha T, Cunningham Michael, Leung Frankie, Blauth Michael, Kates Stephen L
Department of Orthopaedics, University of Rochester Medical Center, Rochester, NY, USA.
Geriatr Orthop Surg Rehabil. 2011 Sep;2(5-6):163-71. doi: 10.1177/2151458511423646.
Surgical education is continually expanding to encompass new techniques and technologies. It is vital that educational activity is directed at gaps in knowledge and ability to improve the quality of learning.
The aim of this study is to describe a published learning assessment toolkit when applied to participants attending AOTrauma Orthogeriatric Fracture courses.
Precourse, participants received a questionnaire covering 10 competencies to assess knowledge gaps and a 20-question clinical knowledge test. The knowledge gap between perceived and desired knowledge was correlated with clinical knowledge test results to help course faculty focus the course curriculum to meet identified educational needs. A commitment to change survey was also administered.
Over 3 courses, 48% of registered attendees responded to the precourse survey, 44.5% responded postcourse. The precourse gap scores were generally highest for 2 competencies ("address secondary prevention," "build a system of care") indicating a higher level of motivation to learn in these topics and lowest for a variety of competencies (eg. "restore function early," "co-manage patient care in the US surgeons group") indicating lower motivation to learn in these competencies. These precourse gap scores guided adaptations in the course structure. Postcourse gaps were reduced in the 4 cohorts. Large improvements were seen in "Address secondary prevention" and "Build a system of care" in many of the cohorts. Competencies with the lowest precourse knowledge test scores were noted in each cohort. Where low pretest scores were noted, it highlighted the need for faculty to put appropriate emphasis on these topics in the delivery of the course content.
The technique of evaluating and identifying gaps in knowledge and ability allows course designers to focus on areas of deficits. Measurable success was shown with a subjectively decreased gap score and objectively improved clinical knowledge, as demonstrated by improved test results after course completion.
外科教育不断扩展，涵盖新技术和新科技。至关重要的是，教育活动应针对知识和能力的差距，以提高学习质量。
本研究的目的是描述一个已发表的学习评估工具包应用于参加AOTrauma老年骨折课程的参与者时的情况。
在课程开始前，参与者收到一份涵盖10项能力的问卷，以评估知识差距，以及一份包含20个问题的临床知识测试。感知到的知识与期望的知识之间的差距与临床知识测试结果相关联，以帮助课程教员调整课程内容，满足已确定的教育需求。还进行了一项变革承诺调查。
在3期课程中，48%的注册学员回复了课程开始前的调查问卷，44.5%的学员在课程结束后回复。课程开始前，2项能力（“进行二级预防”、“建立护理体系”）的差距分数通常最高，表明学员对这些主题的学习积极性较高；而多项能力（如“尽早恢复功能”、“在美国外科医生团队中共同管理患者护理”）的差距分数最低，表明学员对这些能力的学习积极性较低。这些课程开始前的差距分数指导了课程结构的调整。在4个队列中，课程结束后的差距有所减小。在许多队列中，“进行二级预防”和“建立护理体系”有了大幅改善。每个队列中都指出了课程开始前知识测试分数最低的能力。当预测试分数较低时，这突出表明教员在讲授课程内容时需要适当强调这些主题。
评估和识别知识与能力差距的技术使课程设计者能够关注不足之处。如课程结束后测试结果的改善所示，主观上差距分数降低，客观上临床知识得到提高，显示出了可衡量的成效。
