Highland Julie, Cabrera-Muffly Cristina
University of Colorado School of Medicine, Aurora, Colorado, U.S.A.
Department of Otolaryngology, University of Colorado School of Medicine, Aurora, Colorado, U.S.A.
Laryngoscope. 2018 Aug;128(8):E280-E286. doi: 10.1002/lary.27054. Epub 2017 Dec 15.
OBJECTIVES/HYPOTHESIS: The purpose of this study was to evaluate fellowship program directors' perceptions of incoming clinical fellows' preparedness for subspecialty training and to thereby identify strengths and shortcomings in otolaryngology training programs' ability to prepare residents for fellowship.
Validated e-mail survey.
Two hundred eleven otolaryngology subspecialty fellowship program directors and faculty directly involved with training fellows were contacted. A validated survey by the American College of Surgeons was modified and distributed to otolaryngology fellowship faculty in six otolaryngology subspecialties. The 59-item survey employed a five-response Likert scale tailored to each subspecialty. Responses were collected between November 2016 and January 2017.
One hundred ten otolaryngology faculty responded to the survey (52%). Respondents had worked with fellows for a mean of 12 years (standard deviation = 8). Respondents felt fellows were competent in the areas of professionalism, clinical evaluation, and management. Pediatric faculty were more likely to disagree about fellows' independence in the operating room (P = .004) and during call (P = .002) compared to other specialties. Laryngology and facial plastic and reconstructive surgery faculty felt more neutral about anatomy recognition (P = .008), tissue manipulation (P = .002), and use of energy sources (e.g., cautery, lasers) (P < .001). Fellows in all subspecialties were felt to be least prepared in research and academic interest.
Faculty involved in fellowship training feel that fellows are well-prepared overall upon entering fellowship. Residency programs may benefit from providing more experience with facial plastic reconstructive surgery, laryngology, and pediatrics. Regardless of specialty, residents could benefit from increased training in research design, data analysis, and basic statistics.
NA Laryngoscope, E280-E286, 2018.
目的/假设：本研究的目的是评估专科培训项目主任对即将入学的临床专科培训学员准备情况的看法，从而确定耳鼻喉科培训项目在培养住院医师进入专科培训方面的优势和不足。
经过验证的电子邮件调查。
联系了211名耳鼻喉科专科培训项目主任以及直接参与培训学员的教员。美国外科医师学会经过验证的一项调查经过修改后分发给了六个耳鼻喉科亚专业的耳鼻喉科专科培训教员。这份包含59个条目的调查问卷采用了针对每个亚专业量身定制的五分制李克特量表。在2016年11月至2017年1月期间收集了回复。
110名耳鼻喉科教员回复了调查（回复率为52%）。回复者与学员共事的平均时长为12年（标准差 = 8）。回复者认为学员在专业素养、临床评估和管理方面能力较强。与其他专业相比，儿科教员更有可能在手术室（P = 0.004）和值班期间（P = 0.002）对学员的独立性表示异议。喉科学以及面部整形与重建外科学教员对解剖识别（P = 0.008）、组织操作（P = 0.002）以及能源使用（如烧灼、激光）（P < 0.001）的看法更为中立。所有亚专业的学员在研究和学术兴趣方面被认为准备最不充分。
参与专科培训的教员认为学员在进入专科培训时总体上准备充分。住院医师培训项目可能会从提供更多面部整形重建外科、喉科学和儿科方面的经验中受益。无论专业如何，住院医师都可能会从加强研究设计、数据分析和基础统计学方面的培训中受益。
无喉镜，E280 - E286，2018年。
