Salem Johannes, Borgmann Hendrik, MacNeily Andrew, Boehm Katharina, Schmid Marianne, Groeben Christer, Baunacke Martin, Huber Johannes
Department of Urology, University Hospital Cologne, Cologne, Germany.
Department of Urology, University Hospital Mainz, Mainz, Germany.
J Surg Educ. 2017 May-Jun;74(3):495-502. doi: 10.1016/j.jsurg.2016.11.009. Epub 2016 Dec 22.
To investigate the usage and perceived usefulness of new media for educating urology residents in Canada and Germany.
We designed an 11-item online survey to assess the use and perceived usefulness of new media for education. We performed a comparative analysis.
The survey was distributed via e-mail to 143 Canadian and 721 German urology residents.
The survey included 58 urology residents from Canada and 170 from Germany.
A total of 58 residents from Canada (41% response rate) and 170 from Germany (24% response rate) responded to this survey. Residents spent 45% of their education time on new media. The Internet was used by 91% (n = 208) of the residents for professional education purposes, with a median time of 270 minutes (interquartile range [IQR]: 114-540) per month. Apps were used by 54% (n = 118) of the residents, with a median time of 101 minutes (IQR: 45-293) per month. A total of 23% (n = 47) of the residents used social media (SoMe) for education, with a median time of 90 minutes (IQR: 53-80) per month. In all, 100% (n = 228) rated the Internet, 76% (n = 173) apps, and 43% (n = 97) SoMe as being useful for professional education purposes. A total of 90% (n = 205) watched medical videos for education, and 89% (n = 203) of these videos were on surgical procedures. Canadian urology residents used more new media sources for professional education than did the Germans (58% vs. 41%, p < 0.001). The time spent for education on new media was higher among Canadian residents for the Internet (p < 0.001), apps (p < 0.001), and SoMe (p = 0.033). Canadian residents reported more privacy concerns (p < 0.001).
New media play a dominant role in the education of urology residents. The primary source for personal education in urology is the Internet. Future studies and technological developments should investigate and improve new media tools to optimize education during residency.
调查新媒体在加拿大和德国泌尿外科住院医师教育中的使用情况及感知有用性。
我们设计了一项包含11个项目的在线调查，以评估新媒体在教育中的使用情况及感知有用性。我们进行了对比分析。
该调查通过电子邮件分发给143名加拿大和721名德国泌尿外科住院医师。
该调查包括58名来自加拿大的泌尿外科住院医师和170名来自德国的住院医师。
共有58名来自加拿大的住院医师（回复率41%）和170名来自德国的住院医师（回复率24%）回复了该调查。住院医师将45%的教育时间花在新媒体上。91%（n = 208）的住院医师将互联网用于专业教育目的，每月使用时间中位数为270分钟（四分位间距[IQR]：114 - 540）。54%（n = 118）的住院医师使用应用程序，每月使用时间中位数为101分钟（IQR：45 - 293）。共有23%（n = 47）的住院医师将社交媒体用于教育，每月使用时间中位数为90分钟（IQR：53 - 80）。总体而言，100%（n = 228）的人认为互联网、76%（n = 173）的人认为应用程序、43%（n = 97）的人认为社交媒体对专业教育有用。共有90%（n = 205）的人观看医学视频用于教育，其中89%（n = 203）的视频是关于外科手术的。加拿大泌尿外科住院医师用于专业教育的新媒体来源比德国住院医师更多（58%对41%，p < 0.001）。加拿大住院医师在互联网（p < 0.001）、应用程序（p < 0.001）和社交媒体（p = 0.033）上花在教育上的时间更多。加拿大住院医师报告的隐私担忧更多（p < 0.001）。
新媒体在泌尿外科住院医师教育中发挥着主导作用。泌尿外科个人教育的主要来源是互联网。未来的研究和技术发展应调查并改进新媒体工具，以优化住院医师培训期间的教育。
