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评估教育工作者在手术学科的在线同步教学中的倦怠感
Veeral Desai1, Daniel J Lee2, Rui Jun Lin3
1Department of Otolaryngology-Head and Neck Surgery, University of Ottawa, Ontario, Canada.
Journal of surgical education
|July 13, 2024
概括
外科教育工作者在COVID-19在线教学期间经历了中度的倦怠和疲劳. 缺乏与学习者的联系增加了倦怠,而减少的旅行时间有助于减轻它.
科学领域:
- 医疗教育 医学教育
- 进行外科手术培训.
- 在线学习教学教学在线学习教学
背景情况:
- 随着COVID-19的流行,外科住院教育受到重大干扰.
- 在线学习教学方法的有限经验加剧了教育工作者和学习者的挑战.
- 在线学习的缺点可能导致了外科专业人员的倦怠增加.
研究的目的:
- 为了调查外科教育工作者的倦怠程度.
- 评估教育工作者对在同步在线教学期间影响倦怠的因素的观点.
- 确定虚拟外科教育中燃烧的关键贡献者和减轻因素.
主要方法:
- 一项横截面研究调查了多伦多大学的外科教育工作者.
- 使用了经过验证的工具,包括Maslach Burnout 清单-教育工作者调查 (MBI-ES) 和变焦疲劳和疲劳 (ZEF) 尺度.
- 收集和分析了在线环境中教学因素的定量数据.
主要成果:
- 外科医生教育者报告了高度的情绪疲劳和非个性化,个人成就中等.
- 在ZEF尺度的所有领域中观察到中度疲劳.
- 与学习者缺乏联系是主要的倦怠因素,而减少的旅行时间是关键的缓解因素.
结论:
- 由于COVID-19,加拿大外科教育工作者中存在中等程度的倦怠和疲劳.
- 同步在线学习的特定方面影响了这些体验.
- 建议和教育理论被提出,以加强未来的在线外科教育.
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