Parker Andrea S, Hill Katherine A, Steffes Bruce C, Mangaoang Deirdre, O'Flynn Eric, Bachheta Niraj, Bates Maria F, Bitta Caesar, Carter Nicholas H, Davis Richard E, Dressler Jeremy A, Eisenhut Deborah A, Fadipe Akinniyi E, Kanyi John K, Kauffmann Rondi M, Kazal Frances, Kyamanywa Patrick, Lando Justus O, Many Heath R, Mbithi Valentine C, McCoy Amanda J, Meade Peter C, Ndegwa Wairimu Y B, Nkusi Emmy A, Ooko Philip B, Osilli Dixon J S, Parker Madison E D, Rankeeti Sinkeet, Shafer Katherine, Smith James D, Snyder David, Sylvester Kimutai R, Wakeley Michelle E, Wekesa Marvin K, Torbeck Laura, White Russell E, Bekele Abebe, Parker Robert K
From the Department of Surgery, Tenwek Hospital, Bomet, Kenya.
Department of Surgery, Alpert Medical School of Brown University, Providence, RI.
Ann Surg Open. 2022 Mar 2;3(1):e141. doi: 10.1097/AS9.0000000000000141. eCollection 2022 Mar.
We describe a structured approach to developing a standardized curriculum for surgical trainees in East, Central, and Southern Africa (ECSA).
Surgical education is essential to closing the surgical access gap in ECSA. Given its importance for surgical education, the development of a standardized curriculum was deemed necessary.
We utilized Kern's 6-step approach to curriculum development to design an online, modular, flipped-classroom surgical curriculum. Steps included global and targeted needs assessments, determination of goals and objectives, the establishment of educational strategies, implementation, and evaluation.
Global needs assessment identified the development of a standardized curriculum as an essential next step in the growth of surgical education programs in ECSA. Targeted needs assessment of stakeholders found medical knowledge challenges, regulatory requirements, language variance, content gaps, expense and availability of resources, faculty numbers, and content delivery method to be factors to inform curriculum design. Goals emerged to increase uniformity and consistency in training, create contextually relevant material, incorporate best educational practices, reduce faculty burden, and ease content delivery and updates. Educational strategies centered on developing an online, flipped-classroom, modular curriculum emphasizing textual simplicity, multimedia components, and incorporation of active learning strategies. The implementation process involved establishing thematic topics and subtopics, the content of which was authored by regional surgeon educators and edited by content experts. Evaluation was performed by recording participation, soliciting user feedback, and evaluating scores on a certification examination.
We present the systematic design of a large-scale, context-relevant, data-driven surgical curriculum for the ECSA region.
我们描述了一种为东非、中非和南非（ECSA）的外科住院医师开发标准化课程的结构化方法。
外科教育对于缩小ECSA地区的手术可及性差距至关重要。鉴于其对外科教育的重要性，开发标准化课程被认为是必要的。
我们采用克恩课程开发六步法来设计一个在线、模块化、翻转课堂式的外科课程。步骤包括全球和针对性需求评估、确定目标和目的、制定教育策略、实施和评估。
全球需求评估确定，开发标准化课程是ECSA地区外科教育项目发展的关键下一步。对利益相关者的针对性需求评估发现，医学知识挑战、监管要求、语言差异、内容差距、资源成本和可用性、教员数量以及内容交付方式是影响课程设计的因素。课程目标包括提高培训的统一性和一致性、创建与实际情况相关的材料、纳入最佳教育实践、减轻教员负担以及简化内容交付和更新。教育策略以开发一个在线、翻转课堂、模块化课程为中心，强调文本简洁性、多媒体组件以及积极学习策略的融入。实施过程包括确定主题和子主题，其内容由地区外科教育工作者撰写并由内容专家编辑。通过记录参与情况、征求用户反馈以及评估认证考试成绩来进行评估。
我们展示了为ECSA地区系统设计的一个大规模、与实际情况相关、数据驱动的外科课程。
