Merh Radhika, Selman Rebecca
University College London, London, United Kingdom.
Royal College of Physicians, London, United Kingdom.
J Surg Educ. 2020 Nov-Dec;77(6):1357-1369. doi: 10.1016/j.jsurg.2020.04.013. Epub 2020 May 25.
To garner the perceptions of select general surgical trainees of vascular surgical teaching received during their higher specialty training years in the United Kingdom.
An embedded mixed methods research approach, with a predominantly qualitative research framework, based on phenomenology was used to design a questionnaire and focus group consisting of a purposive criterion-based sample. All responses were analyzed using reflexive thematic analysis by a single researcher.
The study setting was the eastern sub-deanery of "Kent, Surrey and Sussex" with 9 district general hospitals and 1 tertiary hospital and 50 higher general surgical trainees.
Inclusion criteria were all general surgical trainees in the deanery who had attended vascular surgical teaching and done their vascular rotation over the last 5 years. The exclusion criteria were all trainees currently taking time out of the training programme due to personal or educational reasons, or who were yet to commence their vascular surgical rotation. After piloting, 10 trainees completed the questionnaire, responses from which helped facilitate a focus group of 4 participants.
The perceptions of general surgical trainees can be classified into 2 overarching themes, one where they view it as an asset to their training, and the other where they view certain aspects as ineffective. They valued the in-depth experience gained from their rotation to improve their overall skills above other teaching methods. However, effectiveness of this was altered based on trainer and trainee motivation, continuity of supervision, hands-on experience, and timing of other supplementary methods such as lectures and simulation training.
Albeit a small sample size, this study sheds light on perceptions of general surgical trainees towards vascular surgical teaching, which may help the wider surgical community. A feeling of shared responsibility between trainers and trainees may be brought on as an effect of making it an optional module, ensuring trainees select it for its long-term benefits.
了解英国部分普通外科住院医师在高级专科培训期间接受血管外科教学的看法。
采用嵌入式混合方法研究方法，以现象学为基础，主要采用定性研究框架，设计了一份问卷和焦点小组，样本基于目的性标准抽样。所有回复均由一名研究人员使用反思性主题分析进行分析。
研究背景为“肯特、萨里和苏塞克斯”东部地区，有9家地区综合医院、1家三级医院和50名普通外科高级住院医师。
纳入标准为该地区所有在过去5年中参加过血管外科教学并完成血管外科轮转的普通外科住院医师。排除标准为所有因个人或教育原因目前退出培训计划的住院医师，或尚未开始血管外科轮转的住院医师。经过预试验，10名住院医师完成了问卷，问卷回复有助于促成一个由4名参与者组成的焦点小组。
普通外科住院医师的看法可分为两个总体主题，一个是他们将其视为培训的一项资产，另一个是他们认为某些方面无效。他们重视通过轮转获得的深入经验，认为这比其他教学方法更能提高他们的整体技能。然而，其效果会因培训师和住院医师的积极性、监督的连续性、实践经验以及讲座和模拟培训等其他补充方法的时机而改变。
尽管样本量较小，但本研究揭示了普通外科住院医师对血管外科教学的看法，这可能有助于更广泛的外科界。将其设为选修模块可能会带来培训师和住院医师之间的共同责任感，确保住院医师因其长期益处而选择它。
