Zundel S, Stocker M, Szavay P
Department of Pediatric Surgery, Children's Hospital Lucerne, Switzerland.
Neonatal and Pediatric Intensive Care Unit, Children's Hospital Lucerne, Switzerland.
J Pediatr Surg. 2017 Nov;52(11):1859-1865. doi: 10.1016/j.jpedsurg.2017.05.029. Epub 2017 Jun 15.
We set out to evaluate how residents in pediatric surgery learn and how they teach. We hypnotized that European residents learn as much from their peers and teach as much as their fellows worldwide, but that they receive comparably less educational training.
An online questionnaire was distributed to the participants of the combined annual meeting for German, Swiss and Austrian residents in pediatric surgery. Participants were asked whom they learn from in different workplace environments (ward, operating room, emergency department), how, when and why they adopt the role of teacher and how they were prepared for this role.
Response rate was 48%. 65 questionnaires were analyzed. Residents stated that they predominantly learn from each other on wards and in the emergency department, less frequently in the operating room. They ranked fellow residents as first or second most important source of instruction. 53% of participants have never had any educational training, for another 33% the instruction was being done by fellow residents without any set curriculum. 93% of the participating residents had no or did not know about any resident as teacher training program available to them. Nevertheless, motivation to teach was stated to be high and interest in educational training was assured.
Our data delivers evidence that peer teaching during residency is the rule rather than the exception in Central Europe. Educational training however is scarce. Resident as teacher-training programs need to be introduced. Next to local initiatives, we strongly recommend national initiatives powered by regulatory authorities and surgical associations.
Research paper.
II.
我们着手评估小儿外科住院医师的学习方式以及他们的教学方式。我们推测欧洲住院医师从同行那里学到的知识与全球其他同行一样多，并且教学量也相当，但他们接受的教育培训相对较少。
向德国、瑞士和奥地利小儿外科住院医师联合年会的参会者发放了一份在线调查问卷。询问参与者在不同工作环境（病房、手术室、急诊科）中向谁学习，他们如何、何时以及为何承担教师角色，以及他们为此角色做了哪些准备。
回复率为48%。分析了65份问卷。住院医师表示，他们在病房和急诊科主要相互学习，在手术室学习的频率较低。他们将住院医师同伴列为最重要的教学来源的第一或第二位。53%的参与者从未接受过任何教育培训，另外33%的人的培训是由住院医师同伴进行的，没有任何固定课程。93%的参与住院医师没有或不知道有任何针对他们的住院医师教师培训项目。然而，他们表示教学积极性很高，对教育培训也很感兴趣。
我们的数据表明，在中欧，住院医师培训期间的同伴教学是常态而非例外。然而，教育培训却很稀缺。需要引入住院医师教师培训项目。除了地方倡议外，我们强烈建议由监管机构和外科协会推动的国家倡议。
研究论文。
II级。
