Andriole D A, Evans S R, Foy H M, Atnip R G, Mancino A T
Department of Surgery, Washington University School of Medicine, St. Louis, Missouri 63110, USA.
Am J Surg. 1998 Jun;175(6):518-20. doi: 10.1016/s0002-9610(98)00077-4.
A 1-day workshop, consisting of five sections with small group discussions and opportunities for practical application of participants' knowledge, was developed to enhance the teaching skills of practicing surgeons. Immediate and long-term follow-up surveys were completed by the participants.
Post-workshop evaluations were obtained from all participants who took the workshop; follow-up surveys were mailed 4 to 6 months later.
Workshop quality was rated as good (25%) or excellent (75%) by all participants. Follow-up survey results indicated that many participants had rarely/never utilized cited references, looked for additional resources on specific topics, or referred to the section syllabus/handout materials provided during the workshop. However, 100% of the participant respondents reported that they had changed the way they teach as a result of their workshop attendance.
An abbreviated course on surgical education can result in long-term changes in the participants' perceptions of their teaching practices. Further study is required to determine if these perceived changes in teaching practices, which the participants have directly attributed to their workshop attendance, have resulted in measurable improvement in their effectiveness and efficiency as teachers.
举办了一场为期一天的研讨会，包括五个部分，有小组讨论以及让参与者将知识进行实际应用的机会，旨在提高执业外科医生的教学技能。参与者完成了即时和长期的后续调查。
从所有参加研讨会的参与者那里获得了研讨会后的评估；4至6个月后邮寄了后续调查问卷。
所有参与者将研讨会质量评为良好（25%）或优秀（75%）。后续调查结果表明，许多参与者很少/从未使用过引用的参考文献，未就特定主题寻找其他资源，也未参考研讨会期间提供的章节大纲/讲义材料。然而，100%的参与受访者表示，由于参加了研讨会，他们改变了教学方式。
一门简短的外科教育课程可导致参与者对其教学实践的看法发生长期变化。需要进一步研究以确定参与者直接归因于参加研讨会而感知到的这些教学实践变化是否已使其作为教师的有效性和效率得到可衡量的提高。
