Haider Zakir, Hunter Alistair
University College Hospital, London, United Kingdom.
University College Hospital, London, United Kingdom.
J Surg Educ. 2020 Jul-Aug;77(4):991-998. doi: 10.1016/j.jsurg.2020.02.017. Epub 2020 Mar 12.
The daily orthopedic trauma meeting is considered to serve a dual purpose; a way of discussing management of trauma patients and as a forum for teaching trainees. This study is first to explore orthopedic trainees' perspectives on the educational value of trauma meetings and identify factors that influence educational benefit across England.
An online questionnaire was created including free text responses questions. After initial pilot testing, orthopedic registrar trainees with a national training number within England were emailed and the questionnaire completed online. Results were analyzed using thematic analysis and online survey software.
A national study conducted across England in trauma and orthopedic departments in a secondary care setting.
One hundred and thirteen responses were recorded nationally with wide spread of seniority and geographical location. About 73.5 % of trainees found the trauma meeting to be educationally valuable. However, only 30.1% of trainees felt that they were "often" asked questions that aided their learning and 60.1% of trainees felt that decision making in patient management was only explained "sometimes" in the trauma meeting. Positive perceived educational themes included the volume of cases discussed, constructive questioning, and discussion as a form of learning. Negative themes involved time pressures, adverse consultant attitudes, and an aggressive trauma meeting atmosphere limiting learning. Suggested improvements include clearer explanation of decision making, detailed feedback, and a more supportive atmosphere with incorporation of postoperative radiographic review.
This is the first nationwide study providing an insight into factors influencing the educational value of the trauma meeting as perceived by trainees with improvements being directly sourced from trainees. Recommendations from this study are applicable internationally and guide the implementation of changes to maximize the educational benefit for trainees during trauma meetings.
每日骨科创伤会议被认为有双重目的；它是讨论创伤患者管理的一种方式，也是培训学员的一个论坛。本研究首次探讨骨科住院医师培训学员对创伤会议教育价值的看法，并确定全英国影响教育效益的因素。
创建了一份包含自由文本回答问题的在线问卷。在初步试点测试后，向在英国拥有国家培训编号的骨科住院医师培训学员发送电子邮件，让他们在线完成问卷。使用主题分析和在线调查软件对结果进行分析。
在英国二级医疗环境中的创伤和骨科部门进行的一项全国性研究。
全国共记录了113份回复，学员资历和地理位置分布广泛。约73.5%的学员认为创伤会议具有教育价值。然而，只有30.1%的学员觉得他们“经常”被问到有助于学习的问题，60.1%的学员觉得在创伤会议中患者管理决策只是“有时”得到解释。积极的教育主题包括讨论的病例数量、建设性提问以及将讨论作为一种学习形式。消极主题涉及时间压力、顾问的不良态度以及激进的创伤会议氛围限制了学习。建议的改进包括更清晰地解释决策、详细反馈以及营造更具支持性的氛围并纳入术后影像学复查。
这是第一项全国性研究，深入了解了学员所认为的影响创伤会议教育价值的因素，改进建议直接来自学员。本研究的建议具有国际适用性，可指导实施变革，以在创伤会议期间为学员最大化教育效益。
