学习教学：一种评估外科学员教学和手术知识的新方法。
Learning to teach: A novel method for assessing surgical trainees' teaching and operative knowledge.
机构信息
University of Pittsburgh School of Medicine, 3550 Terrace Street, Pittsburgh, PA, USA.
Department of Surgery, University of Pittsburgh School of Medicine, 200 Lothrop Street, Pittsburgh, PA, USA.
出版信息
Am J Surg. 2021 Feb;221(2):345-350. doi: 10.1016/j.amjsurg.2020.10.018. Epub 2020 Nov 5.
BACKGROUND
The purpose of this study was to investigate the feasibility of a simulated teaching activity as an assessment of surgical knowledge and teaching competencies.
METHODS
In this prospective observational study, 15 residents and 1 fellow in the Department of Surgery watched three video clips of laparoscopic cholecystectomies and provided feedback to a participant learner. Qualitative and statistical analysis identified differences in surgical knowledge and teaching strategies.
RESULTS
As compared to senior trainees, junior trainees were more likely to speculate on the learner's actions (p = 0.033), identify which actions looked correct (p = 0.028), and speculate more on the learner's thoughts (p = 0.02). Senior trainees noted case difficulty more frequently (p = 0.028), identified more actions that looked incorrect (p = 0.004), and speculated more about the learner's emotions (p = 0.033).
CONCLUSIONS
A simulated teaching scenario successfully assessed operative and teaching competencies, suggesting a novel assessment method.
背景
本研究旨在探讨模拟教学活动作为手术知识和教学能力评估的可行性。
方法
在这项前瞻性观察研究中，外科系的 15 名住院医师和 1 名研究员观看了 3 段腹腔镜胆囊切除术的视频片段，并为一名学员学习者提供反馈。定性和统计分析确定了手术知识和教学策略方面的差异。
结果
与高年住院医师相比，低年住院医师更有可能推测学习者的动作（p=0.033），识别出哪些动作看起来正确（p=0.028），并更多地推测学习者的想法（p=0.02）。高年住院医师更频繁地指出病例难度（p=0.028），识别出更多看起来不正确的动作（p=0.004），并更多地推测学习者的情绪（p=0.033）。
结论
模拟教学场景成功评估了手术和教学能力，为一种新的评估方法提供了依据。
Zotero 插件