Warwick Medical School, Warwickshire, United Kingdom; Department of Upper Gastro-Intestinal Surgery, Queen Alexandra Hospital, Portsmouth, Hampshire, United Kingdom.
J Surg Educ. 2019 Jul-Aug;76(4):1034-1047. doi: 10.1016/j.jsurg.2019.02.001. Epub 2019 Feb 19.
This prospective survey study aimed to identify trainee surgeons' views on the educational potential of multi-disciplinary team (MDT) meetings for learning non-technical skills and relevant issues around using MDT meetings as an educational instrument.
An online survey questionnaire containing eight closed and three open-ended questions; was developed based on established educational theories. Responses were anonymous.
This survey study was designed as professional project for masters in medical education degree at Warwick University. The study received ethical approval from the Biomedical Science Research and Ethics Committee of Warwick University.
Trainee surgeons and non-trainee junior surgical doctors within two regions (Health Education Kent Surrey and Sussex, Health Education Wessex) in the UK were invited through an email to take the survey with the help of regional heads of surgery and coordinators.
Twenty eight (28) out of 420 invitees completed the survey. High internal consistency was observed for questionnaire (Cronbach's α = 0.924). 71.42% (20/28) respondents attended MDT at least once a week. 75.9% of participants indicated the importance of attendance to MDT meetings with any level of involvement; passive attendance considered the least important (5/28, 17.9%, p=0.005). Trainees felt included in the team by attendance to MDT meetings (Median score 5, p=0.027). MDT meetings were considered important for learning all domains of non-technical skills for surgeons taxonomy (cumulative mean score 2.4, p=001). Respondents considered MDT as a valuable tool for learning non-technical skills for surgeons on Miller's pyramid for learning (Cumulative mean 5.6, p=0.025). Free text answers indicated agreement to the learning opportunity provided by MDT meetings. Consistent suggestions of increasing trainee participation were obtained.
Results indicate consistently positive views from trainees about the educational value of MDT meeting in general and for non-technical skills. Trainee participation, in the form of case-preparation, presentation, and discussion are recommended by respondents.
本前瞻性调查研究旨在确定外科受训者对多学科团队（MDT）会议在学习非技术技能方面的教育潜力的看法，以及使用 MDT 会议作为教育工具的相关问题。
根据既定的教育理论，开发了包含 8 个封闭式和 3 个开放式问题的在线调查问卷调查表。回复是匿名的。
本调查研究是作为华威大学医学教育硕士专业的项目设计的。该研究获得了华威大学生物医学科学研究和伦理委员会的伦理批准。
英国两个地区（肯特萨塞克斯健康教育区、南安普敦健康教育区、威塞克斯健康教育区）的外科受训者和非受训初级外科医生，通过电子邮件邀请他们在外科主任和协调员的帮助下参加调查。
在 420 名受邀者中，有 28 人完成了调查。问卷的内部一致性很高（Cronbach's α=0.924）。71.42%（20/28）的受访者每周至少参加一次 MDT。75.9%的参与者表示，无论参与程度如何，参加 MDT 会议都很重要；被动参与被认为是最不重要的（5/28，17.9%，p=0.005）。通过参加 MDT 会议，受训者感到自己被团队所包容（中位数 5，p=0.027）。MDT 会议被认为对学习外科医生分类学中所有非技术技能领域都很重要（累积平均得分 2.4，p=0.001）。受访者认为 MDT 是学习米勒金字塔中外科医生非技术技能的有价值的工具（累积平均得分 5.6，p=0.025）。自由文本回答表明，他们同意 MDT 会议提供的学习机会。研究得到了增加受训者参与的一致建议。
结果表明，受训者对 MDT 会议在总体上以及在非技术技能方面的教育价值持一致的积极看法。受访者建议增加受训者的参与，形式包括病例准备、演示和讨论。
