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在手术室的教学:对有效方法的定性混合方法审查

Aboubacar Kaba¹, Asha Ayub¹, Rashed Kosber¹

¹Department of Urology, David Geffen School of Medicine at UCLA, Los Angeles, CA, USA.

Annals of medicine and surgery (2012)

|April 11, 2025

概括

对于泌尿外科住院医生来说,有效的手术室教学需要清晰的沟通,决策支持和逐渐的自主权. 不有效的方法包括沟通不良和缺乏以患者为中心的反,个人喜欢度不是一个因素.

科学领域:

医学教育医学教育
进行外科手术培训.
泌尿外科的住院医生

背景情况:

手术室 (OR) 的教学至关重要,但有效的方法不太了解.
泌尿科医生对OR教学有效性的看法没有得到充分的证据.

研究的目的:

评估泌尿科医生对手术室有效和无效教学方面的态度.

主要方法:

对居民评估和半结构面试的混合方法分析.
对22个教师评估和20个实习生采访进行了定性分析.
使用基础理论和COREQ标准进行主题分析.

主要成果:

有效的教学:临床医生的决策,具体的沟通,分级的责任和耐心.
不有效的教学:决策不佳,缺乏反,缺乏自主权.
个人喜欢度与教学效率没有相关性.

结论:

结构化分析可以改善OR教学方法的学术任务.
进一步的研究应该集中在共识小组和外科教育工作者的最佳实践开发上.

关键词:

有关反的意见反反反.医学教育医学教育住院培训培训住院培训进行外科教育.泌尿病学泌尿病学泌尿病学

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