Tieken Kelsey R, Visenio Michael R, Cartwright Sara B, Schissel Makayla E, Tanner Tiffany N, Leinicke Jennifer A
Department of Surgery, University of Nebraska Medical Center College of Medicine, Omaha, Nebraska.
Department of Surgery, University of Nebraska Medical Center College of Medicine, Omaha, Nebraska.
J Surg Educ. 2025 Mar;82(3):103400. doi: 10.1016/j.jsurg.2024.103400. Epub 2025 Jan 4.
Beginning academic year 2021, a curricular redesign was implemented, including a transition from resident-led to faculty-led lectures during didactics. We aimed to survey residents and faculty on their perceptions of engagement and clinical preparedness following this change.
This was a retrospective cohort study investigating the effects of curricular change on resident and faculty perceptions of the program. Surveys were administered to residents in October 2022 and May 2023, asking about satisfaction with the curriculum, perceptions about faculty engagement before and after the curricular change, and how well didactics prepared them for different patient-care scenarios. Separate surveys were administered to surgical faculty simultaneously, asking their perceptions of resident preparedness in clinical settings and resident engagement in didactics.
This study took place at the University of Nebraska Medical Center from July 2021 to June 2023.
Participants included current general surgery residents and surgical faculty who work directly with the surgical residents at the institution.
Residents were more satisfied and felt better prepared by didactic lectures led by faculty, and they perceived increased faculty engagement in their education compared to prior years with resident-led didactics. Faculty reported equivalent to slightly increased resident preparedness in clinic, inpatient, and operative settings compared to previous years, and those who gave a didactic lecture perceived equivalent to increased resident engagement during the lecture. The May 2023 survey findings for residents and faculty were consistent with those from 2022.
Residents were more satisfied with their didactics and perceived increased faculty engagement in their education when faculty gave their lectures compared to other residents. Faculty perceived similar to improved resident preparedness compared to prior years. These findings suggest that increased faculty involvement during didactics may enhance engagement and preparedness among surgery residents.
从2021学年开始，实施了课程重新设计，包括在教学过程中从住院医师主导的讲座过渡到教师主导的讲座。我们旨在就这一变化后住院医师和教师对参与度和临床准备情况的看法进行调查。
这是一项回顾性队列研究，调查课程变化对住院医师和教师对该项目看法的影响。2022年10月和2023年5月对住院医师进行了调查，询问他们对课程的满意度、课程变化前后对教师参与度的看法，以及教学如何使他们为不同的患者护理场景做好准备。同时对外科教师进行了单独调查，询问他们对住院医师在临床环境中的准备情况以及在教学中的参与度的看法。
本研究于2021年7月至2023年6月在内布拉斯加大学医学中心进行。
参与者包括该机构目前的普通外科住院医师和直接与外科住院医师合作的外科教师。
与往年由住院医师主导的教学相比，住院医师对教师主导的教学讲座更满意，感觉准备更充分，并且他们认为教师在他们的教育中的参与度有所提高。教师报告说，与前几年相比，住院医师在门诊、住院和手术环境中的准备情况相当或略有提高，并且授课的教师认为住院医师在讲座期间的参与度相当或有所提高。2023年5月住院医师和教师的调查结果与2022年的结果一致。
与其他住院医师相比，当教师授课时，住院医师对他们的教学更满意，并且认为教师在他们的教育中的参与度有所提高。与前几年相比，教师认为住院医师的准备情况有所改善。这些发现表明，在教学过程中增加教师的参与可能会提高外科住院医师的参与度和准备情况。
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