Department of Neurosurgery, Baylor College of Medicine, Houston, Texas, USA.
Division of Pediatric Neurosurgery, Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada.
World Neurosurg. 2020 Sep;141:e374-e382. doi: 10.1016/j.wneu.2020.05.155. Epub 2020 May 23.
A pediatric neurosurgery training workshop was organized for residents and consultants in East Africa. We aimed to compile feedback from the course participants to 1) characterize the state of neurosurgical education; and 2) identify the perceived practical education needs.
The survey of demographic, clinical background and practice, and feedback questions was distributed to all attendees. Responses were elicited via yes/no questions and Likert scales, with the score ranging from 1 (not important, not useful, never) to 5 (very important, very useful, often). The data were de-identified and analyzed in aggregate.
A total of 11 neurosurgeons and trainees completed the survey, including 6 residents (55%) and 5 consultants (45%). Although 5 countries of origin were represented, all attendees (100%) have completed their neurosurgery training in Kenya. The respondents had most frequently treated trauma (least common to most common, 1-5; mean, 4.55 ± 0.93), hemorrhagic stroke (mean, 4.27 ± 0.79), and pediatric tumors (mean, 4.27 ± 1.01). In training, the most commonly used study resources were online resources (9; 82%), textbooks (7; 64%), and online lectures (7; 64%). The areas of greatest perceived need in education and training included general neurosurgery (least to most need, 1-10: 9; 82%), pediatric (9; 82%), trauma and neurocritical care (7; 64%), and neuro-oncology (7; 64%). All 11 respondents (100%) reported that more direct operative teaching was important for educational improvement. Hydrocephalus (least to most useful, 1-5: 5.00 ± 0.00), neuro-endoscopy (4.91 ± 0.30), and tumor (4.91 ± 0.30) were considered the most useful content covered in the pediatric neurosurgery-focused training program to improve skills and knowledge base.
The results from the present survey identified areas of education and training needs to guide further neurosurgical education efforts in East Africa.
为东非的住院医师和顾问组织了一次小儿神经外科研修班。我们旨在总结课程参与者的反馈，1）描述神经外科学教育的现状；2）确定感知到的实际教育需求。
向所有与会者分发了关于人口统计学、临床背景和实践以及反馈问题的调查。通过是/否问题和李克特量表来收集答案，分数范围从 1（不重要、不实用、从不）到 5（非常重要、非常实用、经常）。数据经过去识别处理并进行了汇总分析。
共有 11 名神经外科医生和学员完成了调查，其中包括 6 名住院医师（55%）和 5 名顾问（45%）。尽管代表了 5 个原籍国，但所有与会者（100%）都在肯尼亚完成了神经外科培训。受访者最常治疗的疾病是创伤（最不常见到最常见，1-5；平均值，4.55 ± 0.93）、出血性中风（平均值，4.27 ± 0.79）和小儿肿瘤（平均值，4.27 ± 1.01）。在培训中，最常使用的学习资源是在线资源（9；82%）、教科书（7；64%）和在线讲座（7；64%）。教育和培训方面最需要的领域包括一般神经外科（需求最少到最多，1-10：9；82%）、小儿神经外科（9；82%）、创伤和神经重症监护（7；64%）和神经肿瘤学（7；64%）。所有 11 名受访者（100%）都报告说，更多的直接手术教学对教育改进很重要。脑积水（最不实用到最实用，1-5：5.00 ± 0.00）、神经内镜（4.91 ± 0.30）和肿瘤（4.91 ± 0.30）被认为是小儿神经外科重点培训计划中最有用的内容，可以提高技能和知识库。
本调查的结果确定了教育和培训需求领域，以指导东非进一步的神经外科学教育工作。
