From the Hospital for Special Surgery, New York, NY (Bostrom and Berger), the Department of Pediatrics, Children's Mercy Hospital, University of Missouri (Lewis), and Kansas City School of Medicine (Lewis), Kansas City, MO.
J Am Acad Orthop Surg. 2021 Apr 15;29(8):317-325. doi: 10.5435/JAAOS-D-20-00821.
The US orthopaedic graduate medical education system is based on long established methods in education, but academic leaders at orthopaedic institutions now have the ability to use electronic learning innovations. Hospital for Special Surgery gathered graduate medical education leaders from orthopaedic training programs around the country and an electronic learning expert to review current orthopaedic residency and fellowship program practices. This group came to consensus with the following points: (1) current training methods do not take full advantage of available technology/innovations, (2) trainees inappropriately use electronic resources in the absence of or in an underdeveloped formal electronic training program, (3) trainees learn at different rates and in different ways requiring individualized plans for optimal content engagement, and (4) formal electronic learning programs better use time dedicated to educating trainees than informal programs. Orthopaedic graduate medical training programs that adopt these points can establish an electronic learning program to complement their traditional education program by (1) guaranteeing online content is standardized and approved, (2) reducing time spent covering standard lecture material and increasing time spent reviewing cases, and (3) engaging students of all learning backgrounds with content in both asynchronous and synchronous formats.
美国矫形外科学的研究生医学教育体系基于长期确立的教育方法，但矫形机构的学术领袖现在有能力利用电子学习创新。特种外科医院召集了来自全国各地的矫形培训项目的研究生医学教育领导人和电子学习专家，以审查当前的住院医师和研究员培训项目的实践情况。该小组达成了以下共识：（1）目前的培训方法没有充分利用现有的技术/创新，（2）在没有或缺乏正式电子培训计划的情况下，学员不恰当地使用电子资源，（3）学员以不同的速度和方式学习，需要为最佳内容参与制定个性化计划，（4）正式的电子学习计划比非正式计划更能有效地利用专门用于培训学员的时间。采用这些观点的矫形研究生医学培训项目可以通过以下方式建立电子学习计划，以补充其传统教育计划：（1）保证在线内容标准化和得到认可，（2）减少用于覆盖标准讲座材料的时间，增加用于复习病例的时间，（3）以异步和同步格式使用内容吸引所有学习背景的学生。
