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Why Didn't You Call Me? Factors Junior Learners Consider When Deciding Whether to Call Their Supervisor 你为什么不给我打电话?初级学员在决定是否给主管打电话时考虑的因素
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-14 DOI: 10.1016/j.jsurg.2024.08.009

OBJECTIVE

Over half of junior learners (JL) feel pressure to work independently and report rarely calling their supervisor. It is unclear how JL decide whether or not to call their supervisor. The study aims to identify factors that JL consider when responding to clinical scenarios and deciding whether to call senior residents (SR) and compare them to factors identified by SR.

METHODS

Fifteen cognitive interviews were conducted with SR and JL. Participants were given 8 to 15 sample pages and probed regarding the factors they considered when triaging the page and deciding whether to inform a SR. De-identified interview transcripts were inductively coded using an interpretative phenomenological analysis (IPA) approach.

SETTING

Department of Surgery, Faculty of medicine at the University of Ottawa in Canada.

PARTICIPANT

Five general surgery SR and ten JL, which included 5 senior medical students and 5 general surgery junior residents.

RESULTS

JL and SR indicated a clear need to call SR when managing high acuity pages, which included hemodynamic instability, decreased level of consciousness, or codes (ie, trauma, cardiac arrest). In the absence of high acuity findings, JL judged whether to call SR based on 10 patient and learner-related factors. Patient-related factors include: 1) time since surgery, 2) patient appearance, 3) patient requires intervention, and 4) lack of improvement after initial independent management attempt. Learner-related factors were categorized into clinical (5-8) and social factors (9-10): 5) nurse's level of concern, 6) familiarity with the patient, 7) gut feeling, 8) prior experience managing this presentation, 9) time of day, and 10) interpersonal dynamic with SR. While SR identified all patient-related and clinical factors, they did not cite the 2 social factors JL considered.

CONCLUSION

When pages lack high-acuity findings, JL consider various patient and learner factors when deciding whether to inform SR. Discussing these factors may help guide new JL regarding when they should call their supervisor. Understanding social factors is important to create a culture that minimizes their influence on JL's decision-making and promotes patient safety.

目的 半数以上的初级学员(JL)感到有独立工作的压力,并表示很少给他们的主管打电话。目前尚不清楚初级学员如何决定是否给导师打电话。本研究旨在确定初级学员在应对临床情景和决定是否致电资深住院医师(SR)时所考虑的因素,并将这些因素与资深住院医师所确定的因素进行比较。方法对资深住院医师和初级学员进行了 15 次认知访谈。向参与者提供了 8 至 15 页样本,并询问他们在分流页面和决定是否通知 SR 时所考虑的因素。采用解释性现象学分析 (IPA) 方法对去身份化的访谈记录进行归纳编码。结果JL 和 SR 表示,在处理高危页面(包括血流动力学不稳定、意识水平下降或代码(即外伤、心脏骤停))时,显然需要呼叫 SR。在没有发现高危情况的情况下,JL 根据 10 个与患者和学员相关的因素来判断是否呼叫 SR。患者相关因素包括1) 手术后时间;2) 患者外观;3) 患者需要干预;4) 首次尝试独立处理后病情未见好转。学习者相关因素分为临床因素(5-8)和社会因素(9-10):5) 护士的关注程度;6) 对病人的熟悉程度;7) 直觉;8) 以前处理这种表现的经验;9) 一天中的时间;10) 与 SR 的人际关系动态。虽然 SR 识别了所有患者相关因素和临床因素,但他们没有引用 JL 考虑的 2 个社会因素。讨论这些因素可能有助于指导新的 JL,让他们知道何时应该给主管打电话。了解社会因素对于创建一种文化非常重要,这种文化可以最大限度地减少社会因素对 JL 决策的影响,并促进患者安全。
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引用次数: 0
Advancing Equity in Assessment in the Surgical Learning Environment 促进外科学习环境中的评估公平性
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-14 DOI: 10.1016/j.jsurg.2024.07.008

Importance

Assessment is a fundamental part of teaching and learning that provides the basis for making inferences about the development of learners. Inequity in assessment disproportionately impacts underrepresented in medicine learners and can limit their opportunities for achievement.

Observations

Unfortunately, inequity in assessment is prevalent in the surgical learning environment due to systemic and individual factors. The Antideficit Achievement framework can be effectively applied to address sources of inequity.

Conclusions and relevance

This paper explores sources of inequity in assessment in the surgical learning environment and illuminates them with a descriptive case study. Recommendations created using the Antideficit Achievement framework provide effective, practical ways to begin to advance equity in assessment in the surgical learning environment.

重要性评估是教学和学习的基本组成部分,为推断学习者的发展提供依据。不幸的是,由于系统和个人因素,外科学习环境中普遍存在评估不公平的现象。本文探讨了外科学习环境中评估不公平的根源,并通过一个描述性案例研究揭示了这些根源。使用 "反赤字成就 "框架提出的建议为开始推进外科学习环境中的评估公平提供了有效、实用的方法。
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引用次数: 0
National Survey of Otolaryngology Program Directors Regarding Recruitment Methods for Underrepresented in Medicine Residents 耳鼻咽喉科项目主任关于医学界代表性不足的住院医师招聘方法的全国调查
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-13 DOI: 10.1016/j.jsurg.2024.08.007

OBJECTIVE

To characterize Otolaryngology residency program strategies for recruiting underrepresented minorities in medicine (URiM) residents and their perceived effectiveness, and explore perceived barriers to recruitment.

DESIGN

We conducted a survey of Otolaryngology program directors (PDs) at the 122 accredited programs within the United States, utilizing a validated and previously published survey utilized within the OB-GYN literature. We solicited information regarding recruitment of underrepresented minorities in medicine (URiM) applicants, effectiveness of strategies, and perceived barriers in recruitment.

SETTING

A national survey of U.S. accredited residency programs in Otolaryngology in 2022-2023.

RESULTS

A total of 42 (34%) PDs responded. 55% of programs reported an increase in URiM residents, of which 18(43%) described an intentional change. Almost all PDs reported placing at least “some” significance in the recruitment of URiM residents (95%). Statistically significant differences were seen in recruitment methods between programs that saw an increase in URiM resident recruitment an those that did not. Additionally, Program Directors believed that increased face-face interaction with applicants were the most effective forms of recruitment. PDs found the biggest challenge to recruitment was a lack of diverse applicants (6.3/10) and faculty (5.8/10). This perception did not change when adjusted for programs that saw an increase in URiM trainee recruitment.

CONCLUSIONS

This study demonstrates the URiM resident recruitment practices and perceived effectiveness of these strategies within otolaryngology programs nationally. The results and analysis may provide programs who are looking to diversify their workforce with some effective and meaningful strategies to start the process.

目的了解耳鼻喉科住院医师培训项目招募医学界少数族裔住院医师(URiM)的策略及其效果,并探讨招募过程中遇到的障碍。设计我们对美国 122 个经认证的项目的耳鼻喉科项目主任(PDs)进行了一项调查,调查中使用了妇产科文献中经过验证并已发表的调查方法。我们征集了有关医学界少数族裔(URiM)申请人的招募情况、策略的有效性以及在招募过程中遇到的障碍等方面的信息。55%的项目报告URiM住院医师人数有所增加,其中18个项目(43%)描述了有意的变化。几乎所有的教学单位都表示,至少在URiM住院医师的招募方面有 "一定 "的重要性(95%)。据统计,URiM住院医师招聘人数增加的项目与招聘人数未增加的项目在招聘方法上存在明显差异。此外,项目主任认为,增加与申请人面对面的交流是最有效的招聘方式。项目主任认为,招聘工作面临的最大挑战是缺乏多样化的申请人(6.3/10)和教师(5.8/10)。本研究展示了URiM住院医师招聘实践以及这些策略在全国耳鼻喉科项目中的有效性。研究结果和分析可能会为那些希望实现劳动力多元化的项目提供一些有效而有意义的策略,以启动这一进程。
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引用次数: 0
Near-Peer Tutoring for Surgical Examination Preparation for Final Year Exam Readiness (Project SEPFYR) 为做好期末考试准备的外科考试近距离辅导(SEPFYR 项目)
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-13 DOI: 10.1016/j.jsurg.2024.08.003

BACKGROUND

Traditional surgical education often lacks targeted preparation for the interactive components of examinations, such as viva voce and objective structured clinical examination (OSCE) assessments. We present our approach and explore the efficacy of a near-peer tutoring program aimed at enhancing final-year students' readiness for such assessments.

METHODS

Project SEPFYR (surgical exam prep for final year exam readiness) was conducted within a near-peer tutoring framework and comprised interactive discussions of selected case scenarios focusing on viva voce techniques and OSCE responses. Pre- and postprogram anonymized web-based surveys were employed to assess perceived self-efficacy among participants, while the Stanford Faculty Development Program-26 (SFDP-26) tool was used to evaluate the performance of tutors.

RESULTS

Near-peer tutoring intervention resulted in improvements in perceived self-efficacy scores among final-year students. Additionally, tutors demonstrated high-quality facilitation skills as evaluated by the SFDP-26.

CONCLUSIONS

Near-peer tutoring is a promising approach to enhance surgical examination readiness, particularly in addressing interactive assessment components. This model fosters a supportive learning environment while leveraging the expertise and relatability of near-peer tutors.

背景传统的外科教育往往缺乏对考试互动部分的针对性准备,如口头考试和客观结构化临床考试(OSCE)评估。我们介绍了我们的方法,并探讨了近距离同伴辅导项目的效果,该项目旨在提高毕业班学生对此类评估的准备程度。方法SEPFYR项目(毕业班考试准备的外科考试准备)是在近距离同伴辅导框架内进行的,包括对选定病例场景的互动讨论,重点是口试技巧和OSCE回答。计划前和计划后采用匿名网络调查来评估参与者的自我效能感,同时采用斯坦福大学教师发展计划-26(SFDP-26)工具来评估辅导教师的表现。结论近距离同伴辅导是提高外科手术考试准备程度的一种很有前途的方法,尤其是在处理互动评估部分时。这种模式营造了一个支持性的学习环境,同时利用了近距离辅导员的专业知识和亲和力。
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引用次数: 0
How I Do It: Using ChatGPT to Create Clinical Scenarios for Surgical Learning and Oral Boards Preparation 我是怎么做的:使用 ChatGPT 创建临床情景,用于外科学习和口试准备
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-13 DOI: 10.1016/j.jsurg.2024.07.030

OBJECTIVE

To evaluate the use of the large language model ChatGPT to simulate an oral surgical boards examination environment.

Design

ChatGPT was asked to create oral surgical boards questions based on a series of clinical scenarios.

RESULTS

ChatGPT created clinically relevant oral board-type questions. ChatGPT provided pertinent follow-up questions after the user's response as would occur in an oral examination as well as feedback regarding the user's response.

CONCLUSIONS

Chat GPT can simulate an oral boards-style examination of a surgical trainee with a reasonable degree of clinical detail and immediate feedback. It may be a useful as a curricular tool and for self-education and board preparation.

目的评估使用大型语言模型 ChatGPT 模拟外科口试环境的情况。设计要求 ChatGPT 根据一系列临床场景创建外科口试问题。ChatGPT 在用户回答后提供了相关的后续问题,就像在口试中一样,同时还提供了有关用户回答的反馈。它可以作为课程工具,也可用于自我教育和考试准备。
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引用次数: 0
How I Do It: Process Control in Medical Student Experiences of Surgery 我是怎么做的:医学生体验外科手术的过程控制
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-13 DOI: 10.1016/j.jsurg.2024.08.029

OBJECTIVE

Extreme variation exists in teaching and clinical exposure for medical students, both from specialty-to-specialty but also between universities. There is mounting literature highlighting the need to reform and standardize surgical education to allow for unified graduate competency. In line with the recommendations from the GMC and the Royal College of Surgeons England (RCSEng), Queens University Belfast (QUB) significantly revised their undergraduate medical programme. Within this new curriculum is the introduction of Specialty Focus week in Surgery. This report reviews the processes used in the introduction of this week.

DESIGN

The initial week was formulated with a weekly timetable consisting of tutorials, bedside teaching and students following a peri-operative case. Run charts were populated with an alert when feedback dropped below a certain standard, which then triggered an intervention.

PARTICIPANTS

Feedback was collected via a QR code from the first 200 surgical student.

SETTINGS

Belfast City Hospital in association with QUB undergraduate curriculum.

RESULTS

Run charts resulted in an alert when feedback dropped below 8/10. Following this we implemented smaller group bedside teaching. There was a significant improvement in feedback post intervention (p = 0.04) with no further alerts. Overall feedback had a nonsignificant feedback improvement post intervention (p = 0.07) with once again, no further alerts.

CONCLUSION

This review has shown how we have provided some standardization of local surgical teaching, as well as having a process centered model of monitoring. This approach is easy to implement and could be reproduced elsewhere.

目的医科学生的教学和临床经验存在极大差异,不仅存在于不同专业之间,也存在于不同大学之间。越来越多的文献强调,有必要改革外科教育并使之标准化,以便统一毕业生的能力。贝尔法斯特皇后大学(QUB)根据英国医疗管理委员会(GMC)和英国皇家外科学院(RCSEng)的建议,对其医学本科课程进行了重大修订。在新课程中引入了外科专业重点周。本报告回顾了在引入该周过程中使用的流程。设计最初的一周制定了每周时间表,包括辅导、床旁教学和学生跟进围手术期病例。当反馈意见低于一定标准时,运行图会发出警报,从而触发干预措施。参与者通过二维码收集前 200 名外科学生的反馈意见。结果当反馈意见低于 8/10 时,运行图会发出警报。随后,我们实施了小组床旁教学。干预后,反馈有了明显改善(p = 0.04),没有再发出警报。总体反馈在干预后有了不明显的改善(p = 0.07),同样没有再发出警报。这种方法易于实施,可在其他地方推广。
{"title":"How I Do It: Process Control in Medical Student Experiences of Surgery","authors":"","doi":"10.1016/j.jsurg.2024.08.029","DOIUrl":"10.1016/j.jsurg.2024.08.029","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>Extreme variation exists in teaching and clinical exposure for medical students, both from specialty-to-specialty but also between universities. There is mounting literature highlighting the need to reform and standardize surgical education to allow for unified graduate competency. In line with the recommendations from the GMC and the Royal College of Surgeons England (RCSEng), Queens University Belfast (QUB) significantly revised their undergraduate medical programme. Within this new curriculum is the introduction of Specialty Focus week in Surgery. This report reviews the processes used in the introduction of this week.</p></div><div><h3>DESIGN</h3><p>The initial week was formulated with a weekly timetable consisting of tutorials, bedside teaching and students following a peri-operative case. Run charts were populated with an alert when feedback dropped below a certain standard, which then triggered an intervention.</p></div><div><h3>PARTICIPANTS</h3><p>Feedback was collected via a QR code from the first 200 surgical student.</p></div><div><h3>SETTINGS</h3><p>Belfast City Hospital in association with QUB undergraduate curriculum.</p></div><div><h3>RESULTS</h3><p>Run charts resulted in an alert when feedback dropped below 8/10. Following this we implemented smaller group bedside teaching. There was a significant improvement in feedback post intervention (p = 0.04) with no further alerts. Overall feedback had a nonsignificant feedback improvement post intervention (p = 0.07) with once again, no further alerts.</p></div><div><h3>CONCLUSION</h3><p>This review has shown how we have provided some standardization of local surgical teaching, as well as having a process centered model of monitoring. This approach is easy to implement and could be reproduced elsewhere.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1931720424004136/pdfft?md5=a069e43576e95145c3f06b752e5d8f1a&pid=1-s2.0-S1931720424004136-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impact of Holistic Application Scoring on Interview Offers 综合申请评分对面试录取的影响
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-12 DOI: 10.1016/j.jsurg.2024.07.013

OBJECTIVE

We aimed to develop a holistic screening tool for surgical residency application processing to capture the diverse skills and attributes of the applicant, based on characteristics most commonly associated with success in our residency program.

DESIGN

We developed an application-scoring rubric with 4 domains based on ACGME Holistic reviewing criteria: academic potential, experiences, personal attributes, and clinical competency. We scored academic potential based on a composite of Step 2 score, MSPE tier rank, surgery clerkship grade, college honors, publications, and presentations. An additional score accounted for personal adversity overcome or “distance travelled”. This included previous homelessness, first-generation college student or immigrant status, noted socioeconomic hardship, disability overcome, or other stated personal experience of discrimination including underrepresented in medicine status. We sorted the list of top 200 candidates by adversity score, Step 2 score, academic potential score, and total overall score to compare the groups in terms of interview offers.

SETTING

We are an academic surgical residency program housed within a private medical college in the Northeast region.

PARTICIPANTS

: All categorical applicants to our program were managed with our holistic screening approach.

RESULTS

There were 29 students with the highest adversity score (AS) of 4 and 26 (90%) were selected to interview based on holistic overall score and reviewer comments. Fourteen students had an AS of 3, and 12 (86%) were selected to interview. Twenty-five students had an AS of 2, and 23 (92%) were selected to interview. If Step 2 score alone had been used to determine which applicants should be interviewed, only 11 students (38%) with an AS of 4 would have been interviewed. If the academic potential alone was used for screening, only 10 (35%) of students with an AS of 4 would have been interviewed. Taking all students with any adversity score into account (n = 70), when screened with only Step 2 scores, just 31(44%) would have been interviewed. When ranked by academic potential score, 35 (50%) would have been interviewed. When applying our holistic overall score alone, 56 (80%) would have been interviewed.

CONCLUSIONS

Performing a holistic application review and ranking students not only by standardized exam scores, but also considering other history of academic achievement, personal attributes, experiences in leadership or service, and clinical competency can allow for mitigation of implicit bias. Allowance for an adversity score can help programs recognize students who have significantly longer “distance traveled” to make it through medical education and who have the potential to be fantastic residents.

设计我们根据 ACGME 整体审查标准开发了一个申请评分标准,包括 4 个方面:学术潜力、经历、个人特质和临床能力。我们根据步骤 2 分数、MSPE 分级、外科实习成绩、大学荣誉、出版物和演讲等综合因素对学术潜力进行评分。此外,我们还对个人克服的逆境或 "走过的路程 "进行了评分。这包括以前无家可归、第一代大学生或移民身份、显著的社会经济困难、克服的残疾或其他陈述的个人歧视经历,包括在医学界代表性不足的身份。我们按照逆境得分、第二步得分、学术潜力得分和总分对前 200 名候选人名单进行排序,以比较各组的面试录取情况:结果29名学生的逆境得分(AS)最高为4分,26名学生(90%)根据综合总分和评审人意见被选中参加面试。14名学生的逆境分数为3分,12名学生(86%)被选中进行面试。25 名学生的 AS 为 2,23 人(92%)被选中参加面试。如果只用第二步的分数来决定哪些申请者应该参加面试,那么只有 11 名学生(38%)的 AS 为 4,会被选中参加面试。如果仅以学习潜能作为筛选标准,则只有 10 名(35%)学业成绩为 4 分的学生会参加面试。如果把所有有逆境得分的学生(n=70)都考虑在内,只用第二步得分进行筛选,只有 31 人(44%)会接受面试。如果按照学业潜力分数进行排名,则有 35 人(50%)会参加面试。结论对申请进行全面审查,不仅根据标准化考试成绩,还要考虑学生的其他学术成就、个人特质、领导或服务经历以及临床能力,这样可以减少隐性偏见。通过逆境评分,可以帮助项目认识到那些在医学教育中 "走过的路 "更长、但有潜力成为优秀住院医师的学生。
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引用次数: 0
Surgery 360° Assessment Tool: Informing the Clinical Competency Committee with Nonfaculty Feedback on the “Soft Skills” 外科 360° 评估工具:向临床能力委员会提供非教职员工对 "软技能 "的反馈意见
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-10 DOI: 10.1016/j.jsurg.2024.07.011
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引用次数: 0
Effects of Mentorship on Surgery Residents’ Burnout and Well-Being: A Scoping Review 导师制对外科住院医师职业倦怠和幸福感的影响:范围审查
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-10 DOI: 10.1016/j.jsurg.2024.08.001

BACKGROUND

In surgical training, a mentor is a more senior and experienced surgeon who guides a surgical trainee to meet personal, professional, and educational goals. Although mentorship is widely assumed to positively affect surgical residents’ professional development, a more nuanced understanding of mentorship's impact is lacking and urgently needed as burnout rates among residents increase. This study aims to summarize the current literature on the effects of mentorship on surgical residents’ burnout and well-being.

METHODS

A comprehensive literature review was performed with key terms related to “surgical resident” and “mentor” using Pubmed, Embase, and ProQuest databases for primary studies published in the United States or Canada from January 1, 2010 to December 9, 2022 that measured outcomes related to burnout and well-being. Multiple reviewers screened titles and abstracts for relevance, then full-text articles for eligibility.

RESULTS

Initial search resulted in 1,468 unique articles, and 19 articles were included after review. Only one article was a randomized controlled trial. Twelve studies described a decrease in burnout rates or in outcomes related to burnout. In contrast, 4 studies identified negative outcomes related to burnout. Six studies showed improved well-being or related outcomes. One study was not able to show a change in self-valuation between coached and noncoached residents.

CONCLUSION

High quality mentorship can be associated with improved well-being and decreased burnout in surgical residents, but the key elements of effective and helpful mentorship remain poorly characterized. This summary highlights the importance of making mentorship accessible to surgical residents, and training faculty to be effective mentors.

背景在外科培训中,导师是指资历较高、经验丰富的外科医生,他们会指导外科学员实现个人、专业和教育目标。尽管人们普遍认为导师制会对外科住院医师的专业发展产生积极影响,但由于住院医师的职业倦怠率不断上升,人们对导师制的影响缺乏更细致入微的了解,而这正是我们所迫切需要的。方法使用 Pubmed、Embase 和 ProQuest 数据库,以 "外科住院医师 "和 "导师 "为关键词,对 2010 年 1 月 1 日至 2022 年 12 月 9 日期间在美国或加拿大发表的、测量倦怠和幸福感相关结果的主要研究进行了全面的文献综述。多位审稿人筛选了标题和摘要的相关性,然后筛选全文的合格性。结果初步搜索出 1,468 篇文章,经审查后纳入了 19 篇文章。只有一篇文章是随机对照试验。有 12 项研究描述了倦怠率或与倦怠相关的结果的下降情况。相反,有 4 项研究发现了与职业倦怠相关的负面结果。六项研究表明,幸福感或相关结果有所改善。结论高质量的导师指导可提高外科住院医师的幸福感并降低倦怠感,但有效且有益的导师指导的关键因素仍不明确。本总结强调了让外科住院医师获得指导以及培训教师成为有效指导者的重要性。
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引用次数: 0
Extrapolative Validity Evidence of the Anastomosis Objective Structured Assessment of Technical Skill (A-OSATS) for Robotic Ileocolic Anastomosis 机器人回结肠吻合术的吻合术客观结构化技术技能评估 (A-OSATS) 推断有效性证据
IF 2.6 3区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-09 DOI: 10.1016/j.jsurg.2024.07.021

OBJECTIVE

To collect validity evidence for the use of the Anastomosis Objective Structured Assessment of Technical Skills (A-OSATS) instrument, which has been developed to evaluate performance of a minimally invasive side-to-side bowel anastomosis with hand-sewn common enterotomy.

DESIGN

Residents performed a robotic ileocolic anastomosis simulation on an ex vivo porcine model. Faculty scored each resident with the A-OSATS and performed a provocative leak test on the completed anastomoses. Residents were reassessed on the sewing sub-score 1 month later. Data were compared with parametric and nonparametric analysis.

SETTING

Single academic general surgery residency

PARTICIPANTS

PGY-4 and -5 general surgery residents (n = 17)

RESULTS

PGY-5s performed better than PGY-4s in repeat A-OSATS sewing sub-score (mean 55/55 ± 0 vs 43 ± 4.9, p < 0.001) and time to complete (minutes, mean 14.5 ± 4.9 vs 21.2 ± 3.9, p = 0.01). There was a strong correlation between A-OSATS score and time (r = −0.67, p = 0.005). For the initial assessment, there was no significant difference in mean A-OSATS score between anastomoses that leaked and those that did not leak (137.3 ± 14.5 vs 150.1 ± 11.2, p = 0.098), but on repeat assessment, intact anastomoses had a higher mean A-OSATS sewing sub-score than those that leaked (52.2 ± 4.7 vs 39 ± 3.5, p = 0.007). There was no significant difference between initial A-OSATS score and repeat score (p = 0.14).

CONCLUSIONS

We provide extrapolative validity evidence for the A-OSATS instrument by comparing A-OSATS score to time to sew, provocative leak test, and discrimination between PGY-4s and PGY-5s. Generalizability validity evidence is provided by test-retest reliability. Further refinement is needed for the A-OSATS tool to be used for high-stakes entrustment decisions in resident-performed robotic ileocolic anastomoses.

设计住院医师在活体猪模型上进行机器人回肠吻合术模拟。教员用 A-OSATS 对每位住院医师进行评分,并对完成的吻合术进行刺激性渗漏测试。一个月后对住院医师进行缝合子评分。通过参数分析和非参数分析对数据进行比较。参与者PGY-4 和 -5 普外科住院医师(n = 17)结果PGY-5 在重复 A-OSATS 缝合子得分(平均 55/55 ± 0 vs 43 ± 4.9,p < 0.001)和完成时间(分钟,平均 14.5 ± 4.9 vs 21.2 ± 3.9,p = 0.01)方面的表现优于 PGY-4。A-OSATS 分数与时间之间存在很强的相关性(r = -0.67,p = 0.005)。在初次评估中,发生渗漏的吻合口与未发生渗漏的吻合口之间的 A-OSATS 平均得分无明显差异(137.3 ± 14.5 vs 150.1 ± 11.2,p = 0.098),但在再次评估中,完整吻合口的 A-OSATS 平均缝合子得分高于发生渗漏的吻合口(52.2 ± 4.7 vs 39 ± 3.5,p = 0.007)。我们通过比较 A-OSATS 评分与缝合时间、诱导性渗漏测试以及 PGY-4 和 PGY-5 之间的区别,为 A-OSATS 工具提供了外推有效性证据。测试-再测试可靠性提供了可推广性有效性的证据。A-OSATS工具需要进一步完善,才能用于住院医师实施机器人回肠吻合术的高风险委托决策。
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引用次数: 0
期刊
Journal of Surgical Education
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