Miga Michael I, Labadie Robert F
Department of Biomedical Engineering, School of Engineering, Vanderbilt University, Nashville 37235, USA.
Vanderbilt Institute for Surgery and Engineering, School of Engineering, Vanderbilt University, Nashville 37235, USA.
Biomed Eng Educ. 2021 Jul;1(2):259-276. doi: 10.1007/s43683-021-00051-2. Epub 2021 Jun 7.
A novel pre-doctoral program is presented that combines (1) immersive observation in the surgical/interventional theatre and (2) thought-provoking exposition activities focused on answering clinically provocative questions. While the long-term goal is to train engineers to conduct clinical translational research in human systems, in this paper, perceived trainee improvements are assessed in: (1) their ability to pose important questions in surgery and intervention, (2) their knowledge of surgical technologies, and (3) their understanding of procedural medicine. The program combines constructivist and constructionist learning approaches through a dual-course suite consisting of: (1) a scaffold lecture design with ten physicians presenting their procedural specialties interleaved with lectures relating engineering principles, and (2) a second course with clinically mentored immersion experiences in the operating room/interventional suite, clinical conferences, and patient rounds. Details of the complementing technical core and learning environment are also provided. Preliminary data reports on the quantitative experiential clinical involvement and on a self-reported survey over 5 cohorts of trainees ( = 18). With respect to immersion, the average surgeries/interventions observed, number of different types, and clinical contact time per student was on average 15.6 ± 7.9 surgeries/interventions, 8.2 ± 3.6 types, and 48.2 ± 14.7 contact hours, respectively. With respect to trainee understanding of procedural medicine, surgical technologies, and value of clinical observation, an average perceived improvement of 41%, 38%, and 41% over the course series was detected, respectively ( < 0.001). Equally impressive, when rating ability to pose important questions affecting human health, an average perceived improvement of 34% was detected ( < 0.001). The preliminary realization of a novel pre-doctoral clinically immersive training program for engineering trainees is described and demonstrates extensive levels of clinical contact and strong evidence that the provided immersion experiences result in significant improvements in understanding of procedural medicine.
本文介绍了一种新型的博士前项目，该项目结合了：（1）在外科/介入手术室的沉浸式观察，以及（2）围绕解答具有临床挑战性问题展开的发人深省的阐述活动。虽然长期目标是培养工程师在人体系统中开展临床转化研究，但在本文中，我们评估了学员在以下方面的感知提升：（1）他们在外科手术和介入操作中提出重要问题的能力，（2）他们对外科技术的了解，以及（3）他们对程序医学的理解。该项目通过一个双课程套件将建构主义和建构主义学习方法结合起来，该套件包括：（1）一种支架式讲座设计，由十位医生介绍他们的专业程序，并穿插有关工程原理的讲座，以及（2）另一门课程，在手术室/介入套件、临床会议和查房中提供临床指导的沉浸式体验。还提供了补充技术核心和学习环境的详细信息。关于5个学员队列（ = 18）的定量体验式临床参与和自我报告调查的初步数据报告。关于沉浸式体验，每个学生平均观察到的手术/介入操作数量、不同类型的数量以及临床接触时间分别为15.6 ± 7.9次手术/介入操作、8.2 ± 3.6种类型和48.2 ± 14.7接触小时。关于学员对程序医学、外科技术和临床观察价值的理解，在整个课程系列中，平均感知提升分别为41%、38%和41%（ < 0.001）。同样令人印象深刻的是，在对影响人类健康的重要问题提问能力进行评分时，平均感知提升为34%（ < 0.001）。本文描述了一种针对工程学员的新型博士前临床沉浸式培训项目的初步实现情况，并展示了广泛的临床接触水平以及有力证据，表明所提供的沉浸式体验能显著提高对程序医学的理解。
