Department of Surgery, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts.
University of Texas MD Anderson Cancer Center, Houston, Texas.
J Surg Educ. 2023 Jun;80(6):817-825. doi: 10.1016/j.jsurg.2023.02.017. Epub 2023 Mar 25.
Improvements to the medical student surgical learning environment are limited by lack of granular data and recall bias on end-of-clerkship evaluations. The purpose of this study was to identify specific areas for intervention using a novel real-time mobile application.
An application was designed to obtain real-time feedback from medical students regarding the learning environment on their surgical clerkship. Thematic analysis of student experiences was performed at the conclusion of 4 consecutive 12-week rotation blocks.
Brigham and Women's Hospital/Harvard Medical School, Boston, Massachusetts.
Fifty-four medical students at a single institution were asked to participate during their primary clerkship experience. Students submitted 365 responses over 48 weeks. Multiple themes emerged which were dichotomized into positive and negative emotions centered on specific student priorities. Approximately half of responses were associated with positive emotions (52.9%) and half with negative emotions (47.1%). Student priorities included the desire to feel included in the surgical team (resulting in feeling engaged/ignored), to have a positive relationship with members of the team (perceiving kind/rude interactions), to witness compassionate patient care (observing empathy/disrespect for patients), to have a well-planned surgical rotation (experiencing organization/disorganization within teams), and to feel that student well-being is prioritized (reporting opportunities/disregard for student wellness).
A novel, user-friendly mobile application identified several areas to improve the experience and engagement of students on their surgery clerkship. Allowing clerkship directors and other educational leaders to collect longitudinal data in real time may allow for more targeted, timely improvements to the medical student surgical learning environment.
由于缺乏详细数据和对实习结束评估的回忆偏差，医学生手术学习环境的改善受到限制。本研究的目的是使用一种新的实时移动应用程序确定具体的干预领域。
设计了一个应用程序，以从医学生那里获得关于他们手术实习学习环境的实时反馈。在连续四个 12 周轮转块结束时，对学生的经验进行了主题分析。
马萨诸塞州波士顿的布莱根妇女医院/哈佛医学院。
在初级实习经历期间，要求一家机构的 54 名医学生参与。学生在 48 周内提交了 365 条回复。出现了多个主题，这些主题被分为以学生优先事项为中心的积极和消极情绪。大约一半的回复与积极情绪有关（52.9%），另一半与消极情绪有关（47.1%）。学生的优先事项包括希望被纳入手术团队（导致感觉投入/被忽视），与团队成员建立积极的关系（感知友好/粗鲁的互动），目睹富有同情心的患者护理（观察同理心/不尊重患者），有一个计划周密的手术轮转（在团队中体验组织/混乱），并认为学生的健康是优先考虑的（报告机会/忽视学生的健康）。
一种新颖的、用户友好的移动应用程序确定了改善学生手术实习体验和参与度的几个方面。允许实习主任和其他教育领导者实时收集纵向数据，可能会更有针对性地及时改善医学生手术学习环境。
