University of Kentucky, Department of Urology, Lexington, KY, USA.
Cincinnati Children's Hospital, Department of Anesthesia, Cincinnati, OH, USA.
J Pediatr Urol. 2022 Dec;18(6):835-841. doi: 10.1016/j.jpurol.2022.07.020. Epub 2022 Aug 11.
A large proportion of time during pediatric urology fellowship training is focused on surgical skill development. While fellows begin their fellowship training with some knowledge of pediatric urology from residency, they rely on self-directed learning to expand their knowledge base.
To assess how pediatric urology fellows learn about their field outside of direct patient care experiences. Additionally, we were interested in how the pandemic affected fellows self-directed learning.
First and second year pediatric urology fellows at Accreditation Council of Graduate Medical Education (ACGME)-accredited programs were asked to participate in the study. Individual virtual interviews were conducted and transcribed. Each transcript was coded shortly after transcription. Constructivist grounded theory was used in the data collection and analysis. As interviews progressed, a constant comparative analysis was used iteratively to generate themes.
A convenience sample of thirteen fellows from programs across the U.S. agreed to participate; eight were male and five were female. The following four themes emerged from the interviews: most learning in fellowship is self-directed, fellows are not the target audience for didactics, fellows have little independent study time, and there is a lack of organization and guidance for formal didactics (Summary Table). Additionally, we found that teleconferences were used for the majority of teaching after the start of the coronavirus pandemic.
Fellows in pediatric urology programs are independent learners who understand the need for self-directed learning outside of the setting of formal didactics in fellowship. However, many lack appropriate time, guidance and/or mentorship to facilitate self-directed learning. We identified a need for more structure in pediatric urology fellowship clinical didactics. Videoconferencing software may enable the creation of a national pediatric urology fellowship curriculum.
小儿泌尿科住院医师培训的很大一部分时间都集中在手术技能的发展上。虽然住院医师在开始住院医师培训时已经对小儿泌尿科有了一定的了解，但他们依赖于自主学习来扩展自己的知识库。
评估小儿泌尿科住院医师如何在直接患者护理经验之外了解自己的领域。此外，我们还对大流行如何影响住院医师的自主学习感兴趣。
邀请美国认可的研究生医学教育委员会（ACGME）认可计划的第一和第二年小儿泌尿科住院医师参加研究。进行了单独的虚拟访谈并进行了转录。每个转录本在转录后不久就进行了编码。在数据收集和分析中使用了建构主义扎根理论。随着访谈的进行，使用迭代的不断比较分析来生成主题。
来自美国各地计划的十三名住院医师同意参加一项方便样本研究；八名是男性，五名是女性。访谈中出现了以下四个主题：住院医师培训中的大部分学习都是自主的，住院医师不是教学的目标受众，住院医师几乎没有独立的学习时间，以及正式教学缺乏组织和指导（总结表）。此外，我们发现冠状病毒大流行开始后，大多数教学都是通过电话会议进行的。
小儿泌尿科住院医师计划中的住院医师是独立的学习者，他们理解在住院医师培训中正式教学之外进行自主学习的必要性。然而，许多人缺乏适当的时间、指导和/或指导来促进自主学习。我们发现小儿泌尿科住院医师临床教学需要更多的结构。视频会议软件可以实现全国小儿泌尿科住院医师课程的创建。
