The Surgery Fellow’s Education Workshop: A Pilot Study to Determine the Feasibility of Training Senior Learners to Teach in the Operating Room

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• 作者：Sapan N. Ambani ; MD^* ; Monica L. Lypson ; MD ; MHPE^&dagger ; ; ^&Dagger ; ; ^§ ; ; Michael J. Englesbe ; MD ; MS ; FACS^║ ; Sally Santen ; MD ; PhD^§ ; ; ^¶ ; ; Steven Kasten ; MD ; MHPE ; FACS^║ ; Patricia Mullan ; PhD^§ ; ; Cheryl T. Lee ; MD ; FACS^* ; ^{ctlee@umich.edu" class="auth_mail" title="E-mail the corresponding author}
• 关键词：fellow ; education workshop ; teaching skills
• 刊名：Journal of Surgical Education
• 出版年：2016
• 出版时间：July-August 2016
• 年：2016
• 卷：73
• 期：4
• 页码：741-748
• 全文大小：165 K

文摘

In 2013, we developed an education workshop to enhance the teaching skills of surgical fellows. We sought to investigate the feasibility of the monthly educational workshop format and its effect on participant teaching skills.

Study Design

Surgical and medical education faculty created a broadly applicable curriculum developed from evidence-based teaching principles, delivered across 8 monthly 90-minute weekday sessions. Workshop feasibility and effect were assessed using evaluations, attendance records, and a variety of self-reported surveys. Each session was associated with a specified education action plan to be completed between sessions.

Results

A total of 13 fellows intended to participate. More than 60% attendance was achieved in 7 of 8 sessions. In all, 11 of 13 fellows were engaged (actual attendance or excused absence) across 75% or more of the sessions. Mean participant satisfaction scores ranged from 4.0 to 4.9 on a 5 point Likert scale across 87.5% of sessions. Postworkshop surveys showed increased understanding of the following: (1) knowledge gaps related to education; (2) the role of education for academic surgeons; (3) educational tools to improve teaching performance; and (4) perceived knowledge and attitudes about teaching in the operating room. An action plan was performed in 43% of cases; the most common reason for nonparticipation was lack of time (38%).

Conclusions

Our pilot supports the feasibility of an educational workshop series to enhance fellow’s educational skills in the area of intraoperative teaching. Participant engagement and satisfaction were high in this self-selected group of initial trainees. Sessions were effective, resulting in a thoughtful self-assessment of teaching skills.