DaRosa D A, Folse J R, Reznick R K, Dunnington G L, Sachdeva A K
Southern Illinois University School of Medicine, Springfield, USA.
J Am Coll Surg. 1996 Nov;183(5):499-505.
Since 1993, the American College of Surgeons has sponsored an annual 6-day course entitled the Surgeons as Educators. The course was designed to provide academic surgeons with the knowledge and skills necessary to enhance the surgical education curriculum, teaching strategies, educational program administration, and performance evaluation. This article describes the development, implementation, and effect of the course on the classes graduating in 1993 and 1994.
The effect of the course was studied by using a longitudinal survey approach. A survey was mailed to participants 3 to 6 months after they completed the course. Graduates were asked to describe any education-related actions taken attributable to attending the Surgeons as Educators course. The quality of course content and presentations were evaluated by using end-of-course evaluation forms and daily feedback forms and by an external reviewer.
Within 6 months of returning from the course, more than one half of the graduates initiated actions related to curriculum development, teaching strategies, or educational administration. One third or more of the graduates modified their performance and program evaluation systems. Using a five-point scale, ratings of the course content ranged from 3.78 to 4.64 for "value of topic" and from 3.77 to 4.76 for "quality of presentation." Items evaluated by the graduates on the end-of-course evaluation forms ranged from 7.8 to 8.7 on a nine-point scale.
The Surgeons as Educators course offered an opportunity for participants to interact among themselves and with course faculty about educational issues and to practice teaching skills. The course was highly rated for educational quality and value. The retreat environment and the length of the program helped attendees become immersed during this "protected time" to analyze strengths and weaknesses of their programs and devise achievable plans to improve their abilities as educators and the effectiveness of their programs.
自1993年以来，美国外科医师学会主办了一个为期6天的年度课程，名为“外科医师作为教育者”。该课程旨在为学术外科医生提供增强外科教育课程、教学策略、教育项目管理和绩效评估所需的知识和技能。本文描述了该课程对1993年和1994年毕业班级的开发、实施及影响。
采用纵向调查方法研究该课程的效果。在参与者完成课程3至6个月后，向他们邮寄调查问卷。毕业生被要求描述因参加“外科医师作为教育者”课程而采取的任何与教育相关的行动。通过课程结束评估表、每日反馈表以及外部评审来评估课程内容和授课的质量。
在从课程返回后的6个月内，超过一半的毕业生启动了与课程开发、教学策略或教育管理相关的行动。三分之一或更多的毕业生修改了他们的绩效和项目评估系统。使用五点量表，课程内容的“主题价值”评分在3.78至4.64之间，“授课质量”评分在3.77至4.76之间。毕业生在课程结束评估表上评估的项目在九点量表上的评分从7.8至8.7不等。
“外科医师作为教育者”课程为参与者提供了一个就教育问题相互交流并与课程教员互动以及练习教学技能的机会。该课程在教育质量和价值方面获得了高度评价。静修环境和课程时长有助于参与者在这段“受保护的时间”里全身心投入，分析其项目的优势和劣势，并制定切实可行的计划来提高他们作为教育者的能力以及项目的有效性。
