Johns Hopkins School of Medicine, Baltimore, Maryland.
Department of Otolaryngology-Head and Neck Surgery, Johns Hopkins University, Baltimore, Maryland.
J Surg Educ. 2021 Jul-Aug;78(4):1182-1188. doi: 10.1016/j.jsurg.2020.11.001. Epub 2020 Nov 27.
To study the impact of a new preoperative briefing and postoperative debriefing tool on the perceived quality of surgical education and to assess attitudes of residents and attendings regarding this tool.
Surrounding introduction and use of the tool (JHFIRE: Joint Huddles for Improving Resident Education), perceived quality of surgical education was assessed with pre- and postintervention System for Evaluation of Teaching Qualities (SETQ) surveys. Additionally, a postintervention Likert survey regarding the JHFIRE tool itself was completed by residents and faculty.
Johns Hopkins University Department of Otolaryngology-Head and Neck Surgery, a tertiary care academic institution.
All residents and attendings who used the tool were invited to participate. 40 participants (13 residents, 27 attendings) completed the preintervention SETQ. 11 participants (3 residents, 7 attendings, 1 unspecified) completed the postintervention SETQ. For postintervention qualitative assessment of the tool itself, 12 participants (3 residents, 7 attendings, 2 unspecified) provided feedback.
The tool was well-received with large subjective benefit in improving resident surgical education. A total of 88% thought that the time spent on the debriefings was "just right" and 91% planned to make the debriefings a regular part of operative performance assessments. Despite this overwhelmingly positive feedback, there was no overall difference in pre- and postintervention SETQ scores for climate of surgical education in the Department (4.25 ± 0.55 vs. 4.10 ± 0.88, p = 0.63).
Introduction of 4 item preoperative briefing and 4 item postoperative debriefing checklists was welcomed by both residents and faculty for its ability to shape surgical education in the operating room into a guided discovery model of hands-on education. Overall SETQ scores did not change, but most participants found value in the tool and plan to continue its use.
研究一种新的术前简介和术后汇报工具对手术教育质量的影响，并评估住院医师和主治医生对该工具的态度。
在引入和使用该工具（联合围手术期讨论以改善住院医师教育[JHFIRE]）的同时，通过术前和术后的教学质量评估工具（SETQ）调查评估手术教育质量。此外，住院医师和带教医师还完成了一份关于 JHFIRE 工具本身的干预后李克特量表调查。
约翰霍普金斯大学耳鼻喉科-头颈外科，一所三级保健学术机构。
所有使用该工具的住院医师和带教医师均被邀请参加。40 名参与者（13 名住院医师，27 名带教医师）完成了术前 SETQ。11 名参与者（3 名住院医师，7 名带教医师，1 名未指定）完成了术后 SETQ。对于工具本身的干预后定性评估，12 名参与者（3 名住院医师，7 名带教医师，2 名未指定）提供了反馈。
该工具得到了很好的反馈，认为其在改善住院医师手术教育方面有很大的主观益处。共有 88%的人认为花在讨论上的时间“恰到好处”，91%的人计划将讨论作为手术绩效评估的常规部分。尽管得到了如此压倒性的积极反馈，但该工具在科室手术教育的环境方面，术前和术后 SETQ 评分并没有总体差异（4.25±0.55 与 4.10±0.88，p=0.63）。
引入 4 项术前简介和 4 项术后汇报检查表，得到了住院医师和带教医师的欢迎，因为它能够将手术室的手术教育塑造成一种基于实践的指导性发现模式。总体 SETQ 评分没有变化，但大多数参与者认为该工具具有价值，并计划继续使用。
