Woelfel Ingrid, Strosberg David, Smith Brentley, Harzman Alan, Salani Ritu, Cochran Amalia, Chen Xiaodong
Department of Surgery, The Ohio State University, Columbus, Ohio.
Department of Surgery, The Ohio State University, Columbus, Ohio.
J Surg Educ. 2020 Jul-Aug;77(4):859-865. doi: 10.1016/j.jsurg.2020.02.021. Epub 2020 Mar 19.
Developing resident autonomy in the operating room is a complex process and resident established case specific learning goals may increase resident operating room training efficiency. However, little is understood about residents' experience identifying learning goals for a given case. The aim of this study was to explore the essential components contributing to surgery residents' identification of specific learning goals for surgical cases.
We conducted focus group interviews with general surgery residents across all post-graduate years (PGY) through convenience sampling. Audio recordings of each interview were transcribed and iteratively analyzed. Emerging themes were identified using a framework method.
The study was conducted within the Department of General Surgery at the Ohio State University Medical Center, a tertiary academic medical center.
Eight junior (PGY 1-2) and 10 senior (PGY 3-5) residents participated, of whom 10 were female and 8 were male.
On average, each focus group interview lasted 57.00 (SD ± 12.99) minutes. Three essential components of residents' creation of case-specific learning goals emerged from the focus group interviews: medical knowledge, surgical experience and entrustment. Residents require baseline knowledge and surgical experience with an operation to identify the learning goal they would aim to execute. They also require entrustment of themselves and support of the attending to accomplish the case specific learning goal. Differences in the possession of these three components would likely influence differences in the ability to create learning goals between junior and senior residents.
Medical knowledge, surgical experience and entrustment are 3 factors that are imperative to the creation of a resident's case specific learning goal. The complex combination of these three components contributes to the building of the learning goal prior to the start of the operation. Elucidating these aspects provides additional information for targeted interventions in the future.
培养住院医师在手术室的自主性是一个复杂的过程，住院医师制定特定病例的学习目标可能会提高其手术室培训效率。然而，对于住院医师确定给定病例学习目标的经验了解甚少。本研究的目的是探讨有助于外科住院医师确定外科病例特定学习目标的关键因素。
我们通过便利抽样对所有研究生阶段（PGY）的普通外科住院医师进行了焦点小组访谈。对每次访谈的音频记录进行转录并反复分析。使用框架方法确定新出现的主题。
本研究在俄亥俄州立大学医学中心的普通外科进行，该中心是一家三级学术医疗中心。
8名初级（PGY 1-2）和10名高级（PGY 3-5）住院医师参与，其中10名女性，8名男性。
平均而言，每个焦点小组访谈持续57.00（标准差±12.99）分钟。焦点小组访谈中出现了住院医师制定特定病例学习目标的三个关键因素：医学知识、手术经验和信任。住院医师需要具备该手术的基础知识和手术经验，才能确定他们想要实现的学习目标。他们还需要自我信任和上级医生的支持，以完成特定病例的学习目标。这三个因素的差异可能会影响初级和高级住院医师制定学习目标的能力差异。
医学知识、手术经验和信任是住院医师制定特定病例学习目标必不可少的三个因素。这三个因素的复杂组合有助于在手术开始前建立学习目标。阐明这些方面为未来的针对性干预提供了更多信息。
