Cox Thomas, Preskitt John, Mooney Jennifer, Higginbotham Julie
Faculty Development and Research Education, Baylor University Medical Center, Dallas, Texas, USA.
Department of Surgery, Baylor University Medical Center, Dallas, Texas, USA.
Proc (Bayl Univ Med Cent). 2025 Jan 28;38(2):205-208. doi: 10.1080/08998280.2025.2454210. eCollection 2025.
In the operating room of a teaching hospital, there is a need to balance surgical efficiencies, patient safety issues, and time management with preparing residents for mature practice. Gaps exist between attendings' perspectives and residents' perspectives on the quality of surgical teaching, wherein residents may perceive an unfocused stream of talk rather than a direct, structured approach. Based on a guided discovery learning model and a review of existing approaches for surgical teaching, the BID model-Briefing, Intraoperative, Debriefing-was applied for teaching in the operating room. The briefing adopts the precepts of deliberate practice while focusing on a small number of specific learning objectives. The intraoperative teaching segment consists of immediate feedback and guidance directed by the learning objectives. The debriefing element solidifies the learning that occurred and allows residents an opportunity to reflect on their performance. This approach guides future practice while fitting within the busy constraints of teaching surgeons.
在一家教学医院的手术室里，需要在提高手术效率、解决患者安全问题、进行时间管理以及培养住院医师成熟的手术操作能力之间取得平衡。在手术教学质量方面，主治医生和住院医师的观点存在差距，住院医师可能会觉得教学内容缺乏重点、不够直接和结构化。基于引导式发现学习模型并回顾现有的手术教学方法，“BID模型”（术前简报、术中指导、术后总结）被应用于手术室教学。术前简报采用刻意练习的原则，同时专注于少数特定的学习目标。术中教学环节包括根据学习目标提供即时反馈和指导。术后总结环节强化所学内容，并让住院医师有机会反思自己的表现。这种方法在适应外科医生繁忙工作的同时，也为未来的实践提供了指导。
