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Updated: Feb 10, 2026

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手术教育中的同行和近同行教学模式:系统性审查
Brandon S Chai1, Alexis E Mah2, Ali Hossenzadeh3
1Division of Plastic and Reconstructive Surgery, University of British Columbia, Vancouver, Canada.
Journal of surgical education
|February 8, 2026
概括
同行和近同行教学有效地提高了外科手术技能和信心,结果与教师教学相美. 将技能复杂性与导师专业知识相结合,优化了基于能力的医学教育的结果.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 基于能力的医学教育
背景情况:
- 越来越多地探索同行和近同行教学模式,以获得外科技能.
- 了解这些模型的影响和最佳实施对于推进外科教育至关重要.
研究的目的:
- 在外科手术中系统地审查现有的同行教学模型.
- 总结同行教学对手术技能的有效性.
- 讨论对基于能力的医学教育的影响.
主要方法:
- 进行了对MEDLINE,EMBASE和Web of Science的系统审查.
- 包括的研究包括随机对照试验,队列,横截面和准实验设计.
- 使用已建立的检查清单来评估偏差风险.
主要成果:
- 同行和近同行指导提高了学习者的信心和技术能力,经常与基本技能的教师领导结果相匹配.
- 研讨会,课堂和模拟模型通常针对 suturing,结结和腹腔镜技能.
- 当同行教师的经验与技能复杂性相匹配时,效率最高,居民领导的模型在先进的技术中表现出色,学生辅导员在基础任务中表现出色.
结论:
- 同行和近同行教学对外科手术技能的发展是有效的,并支持基于能力的医学教育.
- 优化同行教学包括将技能复杂性与导师专业知识相协调.
- 这种方法可以产生与教师教学可比的结果,同时提高学习者的信心和教学能力.
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