Moon Christine C., Raju Sneha, Christakis George
From the Department of Surgery, University of Toronto Faculty of Medicine, Toronto, Ont.
Can J Surg. 2019 Mar 22;62(3):1-7. doi: 10.1503/cjs.009516.
Surgeon educators are important in undergraduate medical education (UME). However, teaching activities are undervalued and under-recognized compared with research, resulting in poorer quantity and quality of surgeon teaching. The purpose of this study was to investigate teaching roles available to surgeons and the amount of effort involved.
A comprehensive review of all possible roles surgeons may take in UME at our institution was assembled. Delphi committee members were asked to evaluate each teaching role on the amount of effort needed per hour. Results were analyzed using descriptive statistics, and a Cronbach α of 0.60 or higher was the threshold to declare consensus.
Twenty-five participants, including physicians, residents and medical students, completed the study. Consensus was reached on the amount of effort needed for each teaching role. These values were used to prototype a cumulative teaching score that can be used to qualitatively quantify surgeon teaching.
Surgeon teaching is important in UME, but not tracked and thus not valued. To improve the quantity and quality of surgeon teaching in UME, we need to track, reward and recognize surgeon teaching activities. The “effort score” we developed to objectively and transparently qualify teaching was able to determine the relative effort needed for each teaching activity in UME at the University of Toronto. Combining the effort score and time committed to each teaching activity will produce a cumulative teaching score for each instructor.
外科医生教育工作者在本科医学教育（UME）中很重要。然而，与研究相比，教学活动被低估且未得到充分认可，导致外科医生教学的数量和质量较差。本研究的目的是调查外科医生可承担的教学角色以及所涉及的工作量。
对我们机构外科医生在UME中可能承担的所有可能角色进行了全面综述。德尔菲委员会成员被要求根据每个教学角色每小时所需的工作量进行评估。使用描述性统计分析结果，Cronbach α值达到0.60或更高是达成共识的阈值。
包括医生、住院医师和医学生在内的25名参与者完成了该研究。就每个教学角色所需的工作量达成了共识。这些值被用于构建一个累积教学分数，可用于定性量化外科医生的教学。
外科医生教学在UME中很重要，但未被跟踪，因此未得到重视。为了提高UME中外科医生教学的数量和质量，我们需要跟踪、奖励和认可外科医生的教学活动。我们开发的用于客观、透明地量化教学的“工作量分数”能够确定多伦多大学UME中每个教学活动所需的相对工作量。将工作量分数与投入到每个教学活动的时间相结合，将为每位教师得出一个累积教学分数。
