Division of Thoracic Surgery (Jogiat, Nasralla, Turner), University of Alberta, Edmonton, Alta.; Continuing Professional Development (Education) Committee, Canadian Association of Thoracic Surgeons (Jogiat, Donahoe, Nasralla, Poon, Safieddine, Seyednejad, Tavakoli, Turner), Ottawa, Ont.; Division of Thoracic Surgery (Behzadi, Donahoe, Safieddine, Tavakoli), University of Toronto, Toronto, Ont.; Canadian Undergraduate Surgical Education Committee (Behzadi); Division of Thoracic Surgery (Poon), Université de Sherbrooke, Sherbrooke, Que.; Division of Thoracic Surgery (Seyednejad), University of British Columbia, Vancouver, BC.
Division of Thoracic Surgery (Jogiat, Nasralla, Turner), University of Alberta, Edmonton, Alta.; Continuing Professional Development (Education) Committee, Canadian Association of Thoracic Surgeons (Jogiat, Donahoe, Nasralla, Poon, Safieddine, Seyednejad, Tavakoli, Turner), Ottawa, Ont.; Division of Thoracic Surgery (Behzadi, Donahoe, Safieddine, Tavakoli), University of Toronto, Toronto, Ont.; Canadian Undergraduate Surgical Education Committee (Behzadi); Division of Thoracic Surgery (Poon), Université de Sherbrooke, Sherbrooke, Que.; Division of Thoracic Surgery (Seyednejad), University of British Columbia, Vancouver, BC
Can J Surg. 2023 May 2;66(3):E264-E268. doi: 10.1503/cjs.004222. Print 2023 May-Jun.
The Continuing Professional Development (CPD) (Education) Committee of the Canadian Association of Thoracic Surgeons (CATS) has established a goal of describing the essential knowledge of thoracic surgery. We aimed to develop a national standardized set of undergraduate learning objectives for thoracic surgery.
We obtained these learning objectives from 4 medical schools in Canada. These 4 institutions were selected to provide a broad geographical representation of medical schools of varying sizes and of both official languages. The resulting list of learning objectives underwent critical review by the CPD (Education) Committee, made up of 5 Canadian community and academic thoracic surgeons, 1 thoracic surgery fellow and 2 general surgery residents. A national survey was developed and circulated to all CATS members ( = 209). Respondents were asked to indicate on a 5-point Likert scale whether each objective should be a priority for all medical students.
Among 209 CATS members, 56 responded (response rate 27%). The mean length of experience in clinical practice among survey respondents was 10.6 (standard deviation 10.0) years. Respondents most commonly reported teaching or supervising medical students monthly (37.0%), followed by daily (29.6%). Eight of the 10 proposed objectives received a mean Likert score of 4/5 or higher and were selected for inclusion in the final list. A finalized list of 8 learning objectives was created, following a final review from the CATS Executive Committee.
We developed a standardized set of learning objectives for medical students that was reflective of the core concepts within thoracic surgery.
加拿大胸外科医师协会（CATS）的继续职业发展（教育）委员会制定了描述胸外科基本知识的目标。我们旨在为胸外科制定一套全国性的标准化本科学习目标。
我们从加拿大的 4 所医学院获得了这些学习目标。这 4 所机构被选中是为了在不同规模和两种官方语言的医学院中提供广泛的地理代表性。这些学习目标的清单经过由 5 名加拿大社区和学术胸外科医生、1 名胸外科研究员和 2 名普通外科住院医师组成的 CPD（教育）委员会的严格审查。制定了一项全国性调查，并分发给所有 CATS 成员（= 209）。要求受访者在 5 点李克特量表上表示，每个目标是否应成为所有医学生的优先事项。
在 209 名 CATS 成员中，有 56 人（回应率 27%）做出了回应。调查受访者的临床实践经验平均为 10.6 年（标准差为 10.0）。受访者最常报告每月（37.0%）或每天（29.6%）教授或监督医学生。10 个拟议目标中有 8 个的平均李克特评分达到 4/5 或更高，并被选为最终清单的一部分。在 CATS 执行委员会进行最终审查后，创建了一份包含 8 个学习目标的最终清单。
我们为医学生制定了一套标准化的学习目标，反映了胸外科的核心概念。
