University of Missouri-Kansas City, School of Medicine, Kansas City, MO, USA.
University of Pittsburgh School of Medicine, Department of Medicine, Pittsburgh, PA, USA.
Am J Surg. 2018 Apr;215(4):535-541. doi: 10.1016/j.amjsurg.2017.06.034. Epub 2017 Jul 1.
Surgeons who work with trainees must address their learning needs without compromising patient safety.
We used a constructivist grounded theory approach to examine videos of five teaching surgeries. Attending surgeons were interviewed afterward while watching cued videos of their cases. Codes were iteratively refined into major themes, and then constructed into a larger framework.
We present a novel framework, Intelligent Cooperation, which accounts for the highly adaptive, iterative features of surgical teaching in the operating room. Specifically, we define Intelligent Cooperation as a sequence of coordinated exchanges between attending and trainee that accomplishes small surgical steps while simultaneously uncovering the trainee's learning needs.
Intelligent Cooperation requires the attending to accurately determine learning needs, perform real-time needs assessment, provide critical scaffolding, and work with the learner to accomplish the next step in the surgery. This is achieved through intense, coordinated verbal and physical cooperation.
与受训者一起工作的外科医生必须在不影响患者安全的情况下满足他们的学习需求。
我们使用建构主义扎根理论方法来研究五例教学手术的视频。在观看提示视频后，主治外科医生接受了采访。代码被反复提炼成主要主题，然后构建成一个更大的框架。
我们提出了一个新的框架，即智能协作，它解释了手术室中外科教学高度适应性、迭代的特点。具体来说，我们将智能协作定义为主治和学员之间的一系列协调交流，这些交流完成了小的手术步骤，同时揭示了学员的学习需求。
智能协作要求主治医生准确确定学习需求、进行实时需求评估、提供关键支撑，并与学习者合作完成手术的下一个步骤。这是通过强烈的、协调的语言和身体合作来实现的。
