Kröplin Juliane, Zauner Eike-Ulrike, Dopp Hauke, Forberger Anke, Schön Gerhard, Bschorer Reinhard, Heese Oliver, Ritz Jörg-Peter
Department of Oral and Maxillofacial Surgery, Helios Kliniken Schwerin, Schwerin, Germany.
Department of General and Visceral Surgery, Helios Kliniken Schwerin, Schwerin, Germany.
Innov Surg Sci. 2020 Dec 21;5(3-4):20200024. doi: 10.1515/iss-2020-0024. eCollection 2020 Dec.
As an essential part of the health care system, the requirements for specialist training are subject to a continuous process of change. The aim of the present study was to evaluate the current specialist training situation of all departments in a tertiary care hospital in Germany. Differences between assistant and chief physicians should be pointed out.
The analysis of the current training situation was carried out on the basis of an individually created questionnaire. The questionnaire content included career goal and specialism. The characteristic values initial training (IT), training structure (TS) and training content were measured on a numeric scale from 1 to 5. In addition, an overall assessment of the trainers' competences was performed. The questionnaire was sent to 208 assistant physicians (AP) and 34 chief physicians (CP).
Totally 92 APs (44.2%) and 22 CPs (64.7%) participated. Senior physician was the most common career goal (34.1%), followed by the branch (28.6%). The importance of the topics initial training (IT) and training structure (TS) were evaluated as mean value: IT=1.5, IT=1.6; p=0.701 and TS=1.4, TS=1.5; p=0.669. The results concerning the implementation of the topics IT and TS in the daily routine show significant differences between APs and CPs (IT=2.0, IT=3.2; p=0.002; TS=1.9, TS=3.0; p<0.001). Skills lab training was acknowledged as the most important training format (CP=1.3, AP=1.5; p=0.401). The practical medical skills of the professional trainers were evaluated as high: AP: 94.6% (CP: 100.0%), as well as the training in interprofessional collaboration: AP: 79.4% (CP: 100.0%).
Our data underline the importance of specialist training subjects. These are partly perceived very differently by APs and CPs. Innovative concepts for the induction phase, well-structured training curricula, providing management skills, the overall use of skills labs and digital documentation might support the satisfaction and the outcome of specialist training. This could also improve quality in patient care.
作为医疗保健系统的重要组成部分，专科培训要求处于持续变化的过程中。本研究的目的是评估德国一家三级护理医院所有科室当前的专科培训情况。应指出助理医师和主任医师之间的差异。
基于单独创建的问卷对当前培训情况进行分析。问卷内容包括职业目标和专业。初始培训（IT）、培训结构（TS）和培训内容的特征值采用1至5的数字量表进行测量。此外，对培训师的能力进行了总体评估。问卷发送给了208名助理医师（AP）和34名主任医师（CP）。
共有92名助理医师（44.2%）和22名主任医师（64.7%）参与。高级医师是最常见的职业目标（34.1%），其次是分支专业（28.6%）。初始培训（IT）和培训结构（TS）主题的重要性评估平均值为：IT = 1.5，IT = 1.6；p = 0.701，TS = 1.4，TS = 1.5；p = 0.669。关于IT和TS主题在日常工作中的实施结果显示，助理医师和主任医师之间存在显著差异（IT = 2.0，IT = 3.2；p = 0.002；TS = 1.9，TS = 3.0；p < 0.001）。技能实验室培训被认为是最重要的培训形式（CP = 1.3，AP = 1.5；p = 0.401）。专业培训师的实践医疗技能评估较高：助理医师为94.6%（主任医师为100.0%），跨专业协作培训也是如此：助理医师为79.4%（主任医师为100.0%）。
我们的数据强调了专科培训科目的重要性。助理医师和主任医师对这些科目的部分认知差异很大。入职阶段的创新概念、结构良好的培训课程、提供管理技能、全面使用技能实验室和数字文档可能会提高专科培训的满意度和效果。这也可以提高患者护理质量。
