Imperial College Healthcare Trust, Hammersmith Hospital, London, United Kingdom.
JMIR Serious Games. 2013 Sep 20;1(1):e2. doi: 10.2196/games.2822.
Medical mentoring is becoming increasingly complex with the evolving needs of trainees and the complexities of their personal and social lives. The Internet is an enabling technology, which increasingly facilitates interaction with multiple people at a distance. Web 2.0 and 3.0 technology shows promise in furthering this facilitation.
The objective of our study was to establish opinions among doctors in postgraduate surgical training regarding mentoring and whether these doctors would readily accept virtual mentoring following a brief experience.
On the 12th of February 2012, an introductory teaching class was arranged by The London Postgraduate School of Surgery for doctors in training. Participants were introduced to a novel virtual mentoring system and asked to complete a questionnaire regarding their opinions before and after the demonstration.
A total of 57 junior doctors attended. Among them, 35 completed questionnaires pre- and postdemonstration. Regarding usefulness of a 3D virtual environment for mentoring, 6/35 (17%) agreed or strongly agreed and 20/35 (57%) were unsure prior to the session. Following 20 minutes using MentorSL, this significantly increased to 14/35 (40%) agreeing or strongly agreeing with 11/35 (31%) unsure (P<.001). Prior to using MentorSL, regarding usefulness of voice communication for virtual mentoring, 11/35 (31%) agreed or strongly agreed and 18/35 (51%) were unsure. Following 20 minutes using MentorSL, 19/35 (54%) agreed or strongly agreed and 10/35 (29%) were unsure of usefulness. Regarding ease of use of navigation, search mentor, meeting scheduling, and voice communication features, 17/35 (49%), 13/35 (37%), 15/35 (43%), and 16/35 (46%) participants agreed or strongly agreed, respectively. Regarding usefulness of telementoring, 24/35 (69%) agreed or strongly agreed, increasing to 28/35 (80%) following the introduction. For usefulness of multiple mentors, initially 24/35 (69%) agreed or strongly agreed increasing to 29/35 (83%). For overall satisfaction, 30/35 (86%) reported good or adequate and 19/35 (54%) agreed or strongly agreed with using the system again.
These data suggest that a short introduction on how to use virtual systems may result in significant participation and use of virtual mentoring systems.
随着学员需求的不断发展和个人及社会生活的复杂性，医学指导变得越来越复杂。互联网是一种支持技术，它越来越方便与多人进行远程互动。Web 2.0 和 3.0 技术有望进一步促进这种便利。
我们的研究目的是在研究生外科培训医生中确定对指导的看法，以及他们在接受简短体验后是否愿意接受虚拟指导。
2012 年 2 月 12 日，伦敦研究生外科学院为培训医生安排了一堂介绍性教学课。参与者被介绍了一种新的虚拟指导系统，并在演示前和演示后完成了一份关于他们意见的问卷。
共有 57 名初级医生参加。其中，35 人完成了预演示和演示后的问卷调查。关于 3D 虚拟环境对指导的有用性，6/35（17%）表示同意或强烈同意，20/35（57%）在课前不确定。在使用 MentorSL 20 分钟后，这一比例显著增加到 14/35（40%）表示同意或强烈同意，11/35（31%）表示不确定（P<.001）。在使用 MentorSL 之前，关于虚拟指导中语音交流的有用性，11/35（31%）表示同意或强烈同意，18/35（51%）表示不确定。使用 MentorSL 20 分钟后，19/35（54%）表示同意或强烈同意，10/35（29%）表示不确定。关于导航、搜索导师、会议安排和语音交流功能的易用性，17/35（49%）、13/35（37%）、15/35（43%）和 16/35（46%）的参与者表示同意或强烈同意。关于远程指导的有用性，24/35（69%）表示同意或强烈同意，引入后增加到 28/35（80%）。对于多个导师的有用性，最初有 24/35（69%）表示同意或强烈同意，增加到 29/35（83%）。对于整体满意度，30/35（86%）表示良好或足够，19/35（54%）表示同意或强烈同意再次使用该系统。
这些数据表明，简短介绍如何使用虚拟系统可能会导致对虚拟指导系统的大量参与和使用。
