University of Alabama at Birmingham, Birmingham, Alabama.
Johns Hopkins Graduate School of Education, Baltimore, Maryland.
J Surg Educ. 2018 Nov;75(6):1513-1519. doi: 10.1016/j.jsurg.2018.05.006. Epub 2018 Jun 21.
Surgeons worldwide face unique time and practice pressures differentiating them from other types of physicians, specifically as clinician educators (CEs). The purpose of this study is to identify and describe academic surgical clinician educators (SCEs) in international graduate medical education systems, characterize their perceptions of roles, preparedness, and factors affecting job satisfaction and retention, as compared to nonsurgical international CEs.
DESIGN, SETTING, AND PARTICIPANTS: A cross-sectional survey of CEs was conducted June 2013-June 2014 at academic medical centers in Singapore, Qatar, and the United Arab Emirates that adopted competency-based graduate medical education and received accreditation by the Accreditation Council for Graduate Medical Education-International.
Two hundred seventy-six (76.3%) of 359 eligible physicians responded; 64 (23.2%) were SCEs. SCEs were predominantly male (80%), less than 50 years of age (83%), with 64% having been in their current position less than 5 years. Overall, SCEs were significantly less confident, as compared to nonsurgical CEs, in aspects of educational programs, including curriculum development, assessment, and mentorship. SCEs spent significantly more time engaged in patient care activities, as compared to nonsurgeon colleagues. There were no significant differences between SCEs and nonsurgical CEs in terms of work-life balance and satisfaction with responsibilities, position, or potential promotion, with most SCEs intending to stay in academic medicine.
Academic SCEs working in the international programs reported overall job satisfaction with a desire to remain in academic medicine. However, SCEs have several faculty development needs. International surgical training programs can develop and expand offerings in teaching and education to improve skills and maintain SCE satisfaction and retention, necessary to successfully train the next generation of surgeons.
全球的外科医生都面临着独特的时间和实践压力，这使他们有别于其他类型的医生，尤其是在作为临床医师教育者（CE）方面。本研究的目的是识别和描述国际研究生医学教育系统中的学术外科临床医师教育者（SCE），描述他们对角色的看法、准备情况以及影响工作满意度和保留率的因素，并将其与非外科国际 CEs 进行比较。
设计、地点和参与者：2013 年 6 月至 2014 年 6 月，在新加坡、卡塔尔和阿拉伯联合酋长国的学术医疗中心对 CEs 进行了横断面调查，这些中心采用基于能力的研究生医学教育，并由研究生医学教育国际认证理事会（Accreditation Council for Graduate Medical Education-International）认证。
在 359 名符合条件的医生中，有 276 名（76.3%）做出了回应；其中 64 名（23.2%）为 SCE。SCE 主要为男性（80%），年龄小于 50 岁（83%），其中 64%的人在当前职位上工作不到 5 年。总的来说，与非外科 CEs 相比，SCE 在教育计划方面的信心明显不足，包括课程开发、评估和指导。与非外科同事相比，SCE 花费更多的时间从事患者护理活动。在工作与生活的平衡以及对责任、职位或晋升潜力的满意度方面，SCE 与非外科 CEs 之间没有显著差异，大多数 SCE 打算留在学术医学领域。
在国际项目中工作的学术 SCE 对工作总体上感到满意，并希望留在学术医学领域。然而，SCE 有一些教师发展需求。国际外科培训项目可以开发和扩大教学和教育方面的课程，以提高技能，保持 SCE 的满意度和保留率，这对于成功培养下一代外科医生是必要的。
