Bose Rushil, Evers Matthew, Liu Wai-Man, Grap Shannon, Cios Theodore J
Penn State Health Milton S Hershey Medical Center, Hershey, PA, USA.
Research School of Finance, Actuarial Studies and Statistics, Australian National University, Canberra, Australia.
Anesth Pain Med (Seoul). 2024 Jul;19(3):241-246. doi: 10.17085/apm.24011. Epub 2024 Jul 23.
Cardiothoracic anesthesiology training presents learners with unique challenges, procedural skills, and the management of high-intensity critical scenarios. An effective relationship between educator and learner can serve as the backbone for effective learning, which is crucial for the development of budding anesthesiologists. Strengthening this educational alliance between teachers and trainees involves understanding the educational values educators and learners find most important to their learning experiences. This study aimed to identify the key educational values related to cardiothoracic anesthesia for both learners and educators. By identifying these values in separate cohorts (learners and educators), the importance of various educational values can be examined and compared between the trainees and teachers.
Two separate surveys (one for learners and one for teachers) were adapted from the Pratt and Collins Teaching Perspectives Inventory to establish the importance of various educational values related to cardiothoracic anesthesia. Surveys were sent to 165 Accreditation Council for Graduate Medical Education-accredited anesthesiology residency training programs in the United States to trainees (residents and cardiothoracic anesthesiology fellows) and educators (board-certified cardiothoracic anesthesiologists).
Analysis of survey results from 19 educators and 57 learners revealed no statistical differences across the two groups, except Q15: "Let trainee perform critical technical steps" (P value = 0.02).
While learners and educators in cardiothoracic anesthesia hold similar values regarding cardiac anesthesia education, they differ in the degree to which critical technical steps should be performed by learners.
心胸麻醉学培训给学习者带来了独特的挑战、操作技能以及高强度危急情况的管理。教育者与学习者之间的有效关系可作为有效学习的支柱，这对初出茅庐的麻醉医生的成长至关重要。加强教师与学员之间的这种教育联盟需要了解教育者和学习者认为对他们的学习经历最重要的教育价值观。本研究旨在确定与心胸麻醉相关的学习者和教育者的关键教育价值观。通过在不同群体（学习者和教育者）中确定这些价值观，可以检查并比较学员和教师对各种教育价值观的重视程度。
从普拉特和柯林斯教学视角量表改编了两份单独的调查问卷（一份针对学习者，一份针对教师），以确定与心胸麻醉相关的各种教育价值观的重要性。调查问卷被发送给美国165个经研究生医学教育认证委员会认证的麻醉学住院医师培训项目中的学员（住院医师和心胸麻醉学研究员）和教育者（获得委员会认证的心胸麻醉医生）。
对19名教育者和57名学习者的调查结果分析显示，除了问题15“让学员执行关键技术步骤”外（P值 = 0.02），两组之间没有统计学差异。
虽然心胸麻醉领域的学习者和教育者在心脏麻醉教育方面持有相似的价值观，但在学习者执行关键技术步骤的程度上存在差异。
