Kunac Anastasia, King Neil A, Ostrovsky Ilya, Rytzarev David, Merchant Aziz M, Murano Tiffany
Department of Surgery, Rutgers New Jersey Medical School, Newark, New Jersey.
Surg J (N Y). 2019 Mar 20;5(1):e18-e24. doi: 10.1055/s-0039-1681063. eCollection 2019 Jan.
Interdisciplinary education (IDE) has been proposed as a means to improve patient safety by enhancing the performance of diverse health care teams. The improved camaraderie between members of different specialties may enhance communication and can foster a more supportive and positive work environment. This study was aimed to assess the effect of IDE on the procedural skills of general surgery (GS) and emergency medicine (EM), as well as the perceptions that GS and EM residents have of one another. EM and GS residents participated in two separate IDE sessions (4 months apart) designed to teach extended focused assessment with sonography in trauma (e-FAST), tube thoracostomy, and complex wound closure. Surveys were administered to determine the effects that IDE had on confidence in performing bedside procedures, perceptions of IDE, and perceptions of one another's specialty. Survey responses were recorded using a 5-point Likert's scale. Nine GS residents and 10 EM residents participated in the entire study. Significant improvements in the confidence levels of performing bedside procedures were noted among both groups of residents. We also report a significant improvement in the perceived respect and communication between EM and GS residents. Although further studies with a larger sample size are required, we have shown that IDE can improve the confidence levels of EM and GS residents in performing tube thoracostomy, e-FAST, and complex wound closure. These IDE sessions also improve the perceptions that the residents have of one another. IDE is a useful tool and may translate into improved consultation, collaboration, and patient care.
跨学科教育（IDE）已被提议作为一种通过提高不同医疗团队的绩效来改善患者安全的手段。不同专业成员之间改善的同志情谊可能会加强沟通，并能营造一个更具支持性和积极性的工作环境。 本研究旨在评估跨学科教育对普通外科（GS）和急诊医学（EM）操作技能的影响，以及普通外科和急诊医学住院医师对彼此的看法。 普通外科和急诊医学住院医师参加了两个单独的跨学科教育课程（相隔4个月），这些课程旨在教授创伤超声扩展聚焦评估（e-FAST）、胸廓造口术和复杂伤口缝合。进行了调查，以确定跨学科教育对执行床边操作的信心、对跨学科教育的看法以及对彼此专业的看法的影响。调查回复使用5点李克特量表记录。 9名普通外科住院医师和10名急诊医学住院医师参与了整个研究。两组住院医师在执行床边操作的信心水平上均有显著提高。我们还报告了急诊医学和普通外科住院医师之间在感知到的尊重和沟通方面有显著改善。 尽管需要进行更大样本量的进一步研究，但我们已经表明，跨学科教育可以提高急诊医学和普通外科住院医师在进行胸廓造口术、e-FAST和复杂伤口缝合方面的信心水平。这些跨学科教育课程也改善了住院医师对彼此的看法。跨学科教育是一种有用的工具，可能会转化为更好的会诊、协作和患者护理。
