临场教学:外科培训生技能教学。

P Crowe, P Harris, J Ham
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引用次数: 23

摘要

背景:越来越多的人认识到需要对临床教师进行教学技能培训,与此同时,有数据表明,注册医生和住院医生将很多“在职”教学作为其日常工作的一部分。虽然对培训顾问给予了注意,但对初级工作人员的教学作用的支助却相对受到忽视。本报告的目的是描述外科注册医师的教学经验和注册医师教学研讨会的影响。方法:为威尔斯亲王医院外科注册医师设计了一个为期半天的课程,将外科教学的介绍和讨论与实践技能课程相结合。该计划包括观察和反馈志愿者病人床边的简短教学模拟给新入职的临床学生,以及关于诊所和手术室教学的小组会议。研讨会前的问卷调查旨在了解注册商自己的教学情况,研讨会后3个月的调查确定教学实践是否发生了任何变化。结果:注册教师普遍对自己的教学能力有中等到非常的信心,但超过75%的注册教师认为他们在培训后更有信心。39名登记员中只有3名接受了旨在提高其教学技能的任何指导,但39名登记员中有34名在病房、诊所或手术室进行了教学。3个月后的随访显示,大多数注册医师更享受他们的教学任务,一半的注册医师在研讨会后增加了教学,并开始与外科同事讨论教学。结论:本研究表明,以技能发展为重点的相对简短的干预可以增强初级临床教师的信心和乐趣,并增加“跑动教学”的频率。
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Teaching on the run: teaching skills for surgical trainees.

Background: Increasing recognition of the need for training in teaching skills for clinical teachers has coincided with data that registrars and residents conduct much 'on the job' teaching as part of their routine work. While attention has been devoted to training consultants, support for the teaching role of the junior staff has been relatively neglected. The aim of the present report is to describe the teaching experiences of surgical registrars and the impact of a registrar teaching workshop.

Method: A half-day programme combining presentation and discussion of surgical teaching with practical skills sessions was designed for surgical registrars at Prince of Wales Hospital. The programme included observation and feedback of brief teaching simulations at the bedside of volunteer patients to newly commenced clinical students, and small group sessions on clinic and operating theatre teaching. A pre-workshop questionnaire sought information about the registrars' own teaching, and a survey 3 months after the workshop determined if any changes to teaching practice had occurred.

Results: The registrars were generally moderately to very confident with their teaching ability but more than 75% felt that they were more confident after the workshop. Only three of 39 registrars had received any instruction aimed at improving their teaching skills, yet 34/39 had taught either on the ward, in the clinics or in the operating room. Follow-up after 3 months revealed that most registrars were enjoying their teaching tasks more, and half had increased their teaching since the workshop and began discussing teaching with their surgical colleagues.

Conclusions: The present project demonstrates that relatively brief interventions focused on skill development may enhance the confidence and enjoyment of junior clinical teachers and increase the frequency of 'teaching on the run'.

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