Jayaraju Ullas, Igbagiri Kueni, Brown Christopher, Brock James, Cronin Michael, Carpenter Claire, Nair Rajesh
Trauma and Orthopaedics, Morriston Hospital, Swansea, GBR.
Trauma and Orthopaedics, Royal Surrey County Hospital, Guildford, GBR.
Cureus. 2022 Sep 22;14(9):e29466. doi: 10.7759/cureus.29466. eCollection 2022 Sep.
Background Trainers in surgery have an educational obligation to train trainees in performing operative procedures. Objective We hypothesized that poor concordance manifests as discrepancies between the trainee and the trainer, with an associated reduction in satisfaction with the training experience, perception of training quality, and completion of workplace-based assessments (WBAs). This study also aimed to validate the novel Supervised Training Operative Procedure (STOP) online tool. Method We developed an online proforma (STOP online tool) and conducted a prospective, single-blinded study of 53 orthopedic operative procedures with 53 trainees between January 19, 2019, and August 27, 2019. Results Forty-four (82%) trainees were listed as the primary surgeon. The overall mean trainee satisfaction (on a 0-10 Likert scale) was 8.25 (range: 3-10), and the mean trainer satisfaction was 8.28 (range: 4-10). A preoperative discussion between the trainee and the trainer occurred in 96.2% of the cases. Forty-eight (91%) trainers preoperatively established trainees' objectives and 91% (n = 48) of the cases showed postoperative completion of objectives. Forty-four (83%) trainers anticipated workplace-based assessment (WBA) completion for trainees, and this translated into 41 (77%) completed WBAs. Overall, 47 (92.9%) trainees felt that the STOP tool would be useful as a surgical training checklist and in the completion of WBAs. Conclusion The STOP checklist is useful in understanding qualitative and quantitative measures of the overall trainee performance of an operative case. This holistic approach will enable us to establish a structured perioperative surgical training checklist, as trainee and trainer requirements are dependent on one another.
外科培训师有教育义务培训学员进行手术操作。目的：我们假设一致性差表现为学员与培训师之间的差异，同时会降低对培训体验的满意度、对培训质量的认知以及基于工作场所的评估（WBA）的完成率。本研究还旨在验证新型的监督培训手术操作（STOP）在线工具。方法：我们开发了一个在线表格（STOP在线工具），并于2019年1月19日至2019年8月27日对53名学员的53例骨科手术进行了一项前瞻性、单盲研究。结果：44名（82%）学员被列为主刀医生。学员总体平均满意度（采用0至10分的李克特量表）为8.25（范围：3至10），培训师平均满意度为8.28（范围：4至10）。96.2%的病例中，学员与培训师进行了术前讨论。48名（91%）培训师在术前确定了学员的目标，91%（n = 48）的病例显示术后目标得以完成。44名（83%）培训师预计学员会完成基于工作场所的评估（WBA），这转化为41名（77%）学员完成了WBA。总体而言，47名（92.9%）学员认为STOP工具作为手术培训清单以及在完成WBA方面会很有用。结论：STOP清单有助于了解手术病例中学员总体表现的定性和定量指标。这种整体方法将使我们能够建立一个结构化的围手术期外科培训清单，因为学员和培训师的要求相互依存。
