Hospital of the University of Pennsylvania. Philadelphia, Pennsylvania.
Hospital of the University of Pennsylvania. Philadelphia, Pennsylvania.
J Surg Educ. 2021 Nov-Dec;78(6):1993-2000. doi: 10.1016/j.jsurg.2021.04.004. Epub 2021 May 7.
We performed a pilot study of a resident-initiated, inquiry-based preoperative briefing (R-PROB) to determine the feasibility and potential impact on the educational experience.
A prospective, qualitative pilot study was performed in a general surgery residency program. The R-PROB included pre-operative emails to faculty with case summaries, learning goals, and questions. Faculty responded by email, phone, or in-person. Semi-structured interviews were completed before and after R-PROB implementation. Interviews were transcribed, coded, and analyzed through collaboration with a mixed-methods laboratory.
An urban, university-based general surgery residency PARTICIPANTS: Ten attendings from three university affiliated hospitals based on frequency of resident interaction, variation in experience and case types were selected. Thirteen residents that worked closely with the selected attendings, ranging from Clinical Year 1-5, were then recruited to participate.
The R-PROB was viewed overall positively and felt to be easily incorporated into the curriculum. The R-PROB significantly improved attending perception of resident preparedness. Junior residents (CY1-3) affirmed that R-PROB very strongly improved case preparation. The preoperative exchange was valued by both participants as improving communication frequency, transparency, and quality. The majority of attendings stated that the R-PROB enabled tailored teaching to each resident's level both preoperatively and in the operating room. Residents affirmed attending teaching to be more targeted towards their goals and objectives after the R-PROB. Challenges included late case assignments and minor time limitations.
A resident-initiated, inquiry-based preoperative briefing intervention is feasible and overall positively perceived by both participants. The briefings had a positive impact on resident preparedness, bi-directional communication, and permitted focused attending teaching.
我们进行了一项以住院医师为基础的、基于探究的术前简报（R-PROB）的试点研究，以确定其可行性以及对教育体验的潜在影响。
在普通外科住院医师培训计划中进行了前瞻性、定性试点研究。R-PROB 包括向教员发送带有病例摘要、学习目标和问题的术前电子邮件。教员通过电子邮件、电话或面对面回复。在实施 R-PROB 前后完成半结构化访谈。访谈通过与混合方法实验室合作进行转录、编码和分析。
城市，大学为基础的普通外科住院医师
根据与住院医师互动的频率、经验和病例类型的差异，从三所大学附属医院中选择了 10 名主治医生。然后招募了 13 名与选定主治医生密切合作的住院医师，从临床第 1 年到第 5 年不等，参与该研究。
R-PROB 总体上得到了积极的评价，并被认为很容易融入课程。R-PROB 显著提高了主治医生对住院医师准备情况的看法。初级住院医师（CY1-3）肯定 R-PROB 非常有助于提高病例准备。术前交流受到双方参与者的重视，提高了沟通频率、透明度和质量。大多数主治医生表示，R-PROB 使他们能够在术前和手术室中根据每位住院医师的水平进行有针对性的教学。住院医师肯定了主治医生的教学更针对他们的目标和目的。挑战包括病例分配晚和时间限制小。
以住院医师为基础的、基于探究的术前简报干预措施是可行的，双方参与者普遍给予积极评价。这些简报对住院医师的准备情况、双向沟通以及有针对性的主治医生教学都产生了积极的影响。
