Department of Paediatric Surgery, Monash Children's Hospital, Melbourne, Australia; Department of Paediatrics, School of Clinical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia.
Department of Paediatrics, School of Clinical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia; Department of Paediatric Urology, Monash Children's Hospital, Melbourne, Australia.
J Pediatr Urol. 2018 Apr;14(2):120-124. doi: 10.1016/j.jpurol.2017.12.021. Epub 2018 Mar 1.
Surgical training has changed radically in the last few decades. The traditional Halstedian model of time-bound apprenticeship has been replaced with competency-based training. Advanced understanding of mastery learning principles has vastly altered educational methodology in surgical training, in terms of instructional design, delivery of educational content, assessment of learning, and programmatic evaluation. As part of this educational revolution, fundamentals of simulation-based education have been adopted into all levels and aspects of surgical training, requiring an understanding of concepts of fidelity and realism and the impact they have on learning. There are many educational principles and theories that can help clinical teachers understand the way that their trainees learn. In the acquisition of surgical expertise, concepts of mastery learning, deliberate practice, and experiential learning are particularly important. Furthermore, surgical teachers need to understand the principles of effective feedback, which is essential to all forms of skills learning. This article, the first of two papers, presents an overview of relevant learning theory for the busy paediatric surgeon and urologist. Seeking to introduce the concepts underpinning current changes in surgical education and training, providing practical tips to optimise teaching endeavours.
在过去的几十年中，外科培训发生了根本性的变化。传统的基于时间的学徒制哈尔斯泰因模式已经被基于能力的培训所取代。对外科培训教育方法学的深入理解，包括教学设计、教育内容的传递、学习评估和项目评估，都极大地改变了基于掌握学习原则的教育方法。作为这场教育革命的一部分，模拟教育的基础原理已经被应用于外科培训的各个层次和方面，这需要对外在真实性和内在真实性的概念及其对学习的影响有一定的理解。有许多教育原则和理论可以帮助临床教师了解他们的学员的学习方式。在获得外科专业技能方面，掌握学习、刻意练习和体验式学习的概念尤为重要。此外，外科教师需要了解有效反馈的原则，这对所有形式的技能学习都是至关重要的。这篇文章是两篇文章中的第一篇，概述了与忙碌的儿科外科医生和泌尿科医生相关的学习理论。旨在介绍支撑当前外科教育和培训变革的概念，提供优化教学努力的实用技巧。
