Department of Surgery, 21668University of Maryland Medical Center, Baltimore, MD, USA.
12264University of Maryland School of Medicine, Baltimore, MD, USA.
Am Surg. 2022 Jul;88(7):1475-1478. doi: 10.1177/00031348221082279. Epub 2022 Mar 25.
Data defining the utility of the system for improving and measuring procedural learning (SIMPL) in surgical education is limited. The aim of this pilot study is to describe the impact of SIMPL on resident and faculty perspectives regarding operative feedback.
Residents and faculty were surveyed prior to and 6 months after SIMPL implementation. Associations were analyzed using for categorical and Student's t-test for continuous variables. Statistical significance was defined as -value < .05.
The proportion of residents receiving intraoperative feedback at least once/day increased significantly (35% to 73%, .025); there was a trend toward increased postoperative feedback (15% to 33%, .201). Faculty reported an increase in intraoperative (55% to 91%, .041) and postoperative feedback (21% to 64%, .020). Satisfaction with intraoperative feedback improved from a score of 3.50 ± 1.05 to 3.93 ± .62, although not statistically significant ( .181). Satisfaction with postoperative feedback improved significantly from 2.85 ± .93 to 3.50 ± .65 ( .032). The proportion of faculty who felt they were providing effective feedback increased (53% to 91%, .032). The proportion of residents who perceived that feedback enhanced their surgical skill increased as well (65% to 93%, .048).
Despite a modest increase in frequency of postoperative feedback, perceived quality of feedback improved substantially after implementation of SIMPL. Introduction of SIMPL also increased the amount of feedback provided by faculty intraoperatively. SIMPL, via direct and indirect effects, has a positive impact on the resident operative learning environment. Further work is necessary to examine the influence this may have on resident operative skill and patient outcomes.
用于改善和衡量手术教育中程序性学习（SIMPL）的系统的相关数据有限。本初步研究旨在描述 SIMPL 对住院医师和教员在手术反馈方面的看法的影响。
在 SIMPL 实施前后对住院医师和教员进行了调查。使用卡方检验分析分类变量，使用学生 t 检验分析连续变量。定义统计学意义为 - 值 <.05。
接受至少每天一次术中反馈的住院医师比例显著增加（35%至 73%，.025）；术后反馈的比例也有增加的趋势（15%至 33%，.201）。教员报告术中（55%至 91%，.041）和术后反馈（21%至 64%，.020）的比例均增加。尽管术中反馈的满意度从 3.50 ± 1.05 提高到 3.93 ±.62，但没有统计学意义（.181）。术后反馈的满意度显著提高，从 2.85 ±.93 提高到 3.50 ±.65（.032）。认为自己提供有效反馈的教员比例增加（53%至 91%，.032）。认为反馈提高了他们手术技能的住院医师比例也有所增加（65%至 93%，.048）。
尽管术后反馈的频率略有增加，但实施 SIMPL 后，反馈质量的感知有了很大提高。SIMPL 的引入还增加了教员术中提供的反馈量。SIMPL 通过直接和间接影响，对住院医师手术学习环境产生了积极影响。需要进一步研究这种影响对住院医师手术技能和患者结局的影响。
