Wang Peter Zhan Tao, Wilson Claire A, Nair Shiva M, Bjazevic Jennifer, Dave Sumit, Davidson Jacob, Saklofske Donald H, Chahine Saad
Department of Surgery, Western University, London, Ontario, Canada.
Department of Surgery, Western University, London, Ontario, Canada.
J Surg Educ. 2022 May-Jun;79(3):686-694. doi: 10.1016/j.jsurg.2022.01.002. Epub 2022 Jan 31.
The objective of this study was to examine the association between learner personality and capacity to be trained (i.e., performance improvement) on a surgical task, and how instructor perceptions of the learners' capacity to be trained interact with learner personality and performance during training and feedback. There is meaningful heterogeneity in the degree of learner surgical skills acquisition despite receiving the same amount of training. While learner personality may independently contribute to skill acquisition, the instructor-learner feedback process is also important to consider. To better understand this interpersonal relationship, it is necessary to also consider instructor factors (i.e., perceptions), and how this may contribute to learner variability in skills training.
This exploratory study employed a prospective two-phase design. Medical and non-medical undergraduate students (N = 62) completed measures of personality and participated in two 20-minute training sessions with expert feedback 2 weeks apart, performing an end-to-side anastomosis on a low-fidelity model. Learner performance and instructors' perceptions of a learner's capacity to be trained were assessed.
Sixty-two medical and non-medical undergraduate students.
There was a significant interaction between learner Extraversion and instructor's perceptions of learner capacity to be trained. Higher learner Extraversion was only associated with an increase in performance improvement for those who were considered trainable (OR = 4.83, p = 0.017). Post hoc analysis revealed a significant difference in the amount of feedback provided to participants who were considered trainable (M = 9.45) versus not trainable (M = 16.48).
This study highlights the importance of both individual learner factors and instructor perceptions on surgical skill acquisition.
本研究的目的是检验学习者个性与外科手术任务训练能力（即绩效提升）之间的关联，以及教师对学习者训练能力的看法如何在训练和反馈过程中与学习者个性及绩效相互作用。尽管接受相同时长的训练，但学习者外科手术技能的习得程度仍存在显著差异。虽然学习者个性可能独立影响技能习得，但师生反馈过程也值得考虑。为更好地理解这种人际关系，还需考虑教师因素（即看法），以及这如何导致学习者在技能训练中的差异。
本探索性研究采用前瞻性两阶段设计。医学和非医学本科学生（N = 62）完成个性测量，并参加两次间隔两周的20分钟训练课程，每次训练后均有专家反馈，训练内容为在低逼真度模型上进行端侧吻合术。评估学习者的表现以及教师对学习者训练能力的看法。
62名医学和非医学本科学生。
学习者外向性与教师对学习者训练能力的看法之间存在显著交互作用。只有那些被认为具有可训练性的学习者，较高的外向性才与绩效提升相关（OR = 4.83，p = 0.017）。事后分析显示，向被认为具有可训练性的参与者（M = 9.45）和不具有可训练性的参与者（M = 16.48）提供的反馈量存在显著差异。
本研究强调了个体学习者因素和教师看法对外科手术技能习得的重要性。
