From the Division of Plastic and Reconstructive Surgery, the Steinberg-Bernstein Centre for Minimally Invasive Surgery, and the Department of Surgery, McGill University Health Centre.
Plast Reconstr Surg. 2021 Jul 1;148(1):122e-132e. doi: 10.1097/PRS.0000000000008059.
Time-based training models in plastic surgery vary in exposure, resulting in low confidence levels among graduates. The evolution of postgraduate medical education into a competency-based model to address these issues requires an understanding of interventions described in the plastic surgery literature to identify gaps and guide creation of assessments to demonstrate competence.
A systematic search of the MEDLINE, Embase, Cumulative Index to Nursing and Allied Health Literature, PubMed, and Cochrane databases from inception until December of 2017 was conducted using search terms and synonyms of educational interventions reported in plastic surgery. Full texts were retrieved following filtering and data extracted were related to intervention design and execution, involvement of competency assessment, and educational objectives and alignment to Accreditation Council for Graduate Medical Education competencies and Royal College of Physicians and Surgeons of Canada Canadian Medical Education Directives for Specialists roles. Study quality was assessed using Kirkpatrick's levels of learning evaluation, validity evidence, and the Medical Education Research Study Quality Instrument score.
Of the initial 4307 results, only 36 interventions met the inclusion criteria. Almost all interventions aligned to medical knowledge and patient care Accreditation Council for Graduate Medical Education competencies. One-fifth of the interventions involved no assessment of competency, whereas most displayed assessment at the level of design as opposed to outcomes. Quality assessment revealed low levels of learning evaluation and evidence of validity; the average Medical Education Research Study Quality Instrument score was 10.9 of 18.
A systematic review of educational literature in plastic surgery was conducted to assess the quality of reported educational interventions, and to help guide creating tools that ensure competency acquirement among trainees.
整形外科学中的基于时间的培训模式在暴露度上存在差异，导致毕业生的信心水平较低。为了解决这些问题，将研究生医学教育演变为基于能力的模式，需要了解整形外科学文献中描述的干预措施，以发现差距并指导创建评估以证明能力。
使用整形外科学中报告的教育干预措施的搜索词和同义词，对 MEDLINE、Embase、护理学和联合健康文献累积索引、PubMed 和 Cochrane 数据库进行了系统搜索，从开始到 2017 年 12 月。经过过滤后检索全文，并提取与干预设计和执行、能力评估参与以及教育目标和与研究生医学教育认证委员会能力和加拿大皇家内科医生和外科医生学院加拿大专家角色医学教育指令对齐相关的数据。使用 Kirkpatrick 的学习评估水平、有效性证据和医学教育研究研究质量工具评分来评估研究质量。
最初的 4307 项结果中，只有 36 项干预措施符合纳入标准。几乎所有的干预措施都与医学知识和患者护理研究生医学教育认证委员会能力相一致。五分之一的干预措施没有评估能力，而大多数则显示出设计水平而不是结果水平的评估。质量评估显示学习评估和有效性证据水平较低；医学教育研究研究质量工具的平均得分为 18 分中的 10.9 分。
对整形外科学教育文献进行了系统评价，以评估报告的教育干预措施的质量，并帮助指导创建确保学员获得能力的工具。
