Zaidman Maya, Al-Shaqsi Sultan, Yeung Celine, Novak Christine B, Dengler Jana
Division of Plastic and Reconstructive Surgery, University of Toronto, Toronto, Ontario, Canada.
Division of Plastic and Reconstructive Surgery, Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada.
Plast Surg (Oakv). 2021 Nov;29(4):294-302. doi: 10.1177/22925503211024842. Epub 2021 Jul 12.
Restrictions placed during the COVID-19 pandemic to prevent viral spread led to substantial changes in surgical resident education. The aim of this study was to assess the positive and negative impact of COVID-19 on plastic surgery education and training and provide recommendations for continued competency.
A cross-sectional online survey of plastic surgery residents across Canada was used to evaluate the impact of COVID-19 on clinical exposure, experience with virtual education, and long-term impact of COVID-19 on surgical training.
This study included 61 plastic surgery residents (40% participation rate). Common educational modalities used during COVID-19 included online seminars (95%) and workshops (58%). Teaching sessions were effective if structured around patient cases (72%), recorded (66%), and limited to 1 hour (64%). There were mixed reactions towards online education sessions; residents reported feeling grateful (54%), motivated (38%), enthusiastic (28%), overwhelmed (41%), pressured to participate (23%), and anxious (13%). There were significantly less residents who felt that their clinical exposure was sufficient during (21%) versus before (72%) pandemic restrictions ( < .001). Overall, 87% of residents felt that the pandemic had a negative impact on their training, surgical skill development, fellowship plans, and job prospects.
During the initial wave of COVID-19, residents faced altered educational opportunities, which elicited positive and negative emotions with concern regarding surgical skill development and impact on future career plans. Characterizing early educational impact on residency training to identify opportunities for change is worthwhile as the overall effect of the pandemic is ongoing and remains uncertain.
在新冠疫情期间实施的旨在防止病毒传播的限制措施，导致外科住院医师教育发生了重大变化。本研究的目的是评估新冠疫情对整形外科学教育与培训的积极和消极影响，并为持续保持能力提供建议。
对加拿大各地的整形外科住院医师进行了一项横断面在线调查，以评估新冠疫情对临床接触、虚拟教育体验以及新冠疫情对外科培训的长期影响。
本研究纳入了61名整形外科住院医师（参与率为40%）。新冠疫情期间常用的教育方式包括在线研讨会（95%）和工作坊（58%）。如果围绕病例展开教学（72%）、进行录制（66%）且时长限制在1小时（64%），教学课程会更有效。住院医师对在线教育课程的反应不一；他们表示心怀感激（54%）、受到激励（38%）、热情高涨（28%）、不堪重负（41%）、有参与压力（23%）以及焦虑（13%）。与疫情限制措施实施前（72%）相比，认为自己在疫情期间临床接触足够的住院医师显著减少（21%）（P<0.001）。总体而言，87%的住院医师认为疫情对他们的培训、手术技能发展、专科培训计划和就业前景产生了负面影响。
在新冠疫情的第一波期间，住院医师面临教育机会的改变，这引发了积极和消极情绪，涉及手术技能发展以及对未来职业规划的影响。鉴于疫情的总体影响仍在持续且不确定，描述早期教育对住院医师培训的影响以确定变革机会是值得的。
