Qualities and Methods of Highly Effective Surgical Educators: A Grounded Theory Model
Qualities and Methods of Highly Effective Surgical Educators: A Grounded Theory Model
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DOI：
10.1016/j.jsurg.2019.02.011
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发表时间：
2019-09-01
影响因子：
2.9
通讯作者：
Chou, Carol M.
中科院分区：
文献类型：
--
作者：
Swendiman, Robert A.;Hoffman, Daniel I.;Chou, Carol M.
目的：为了确定个人素质和教学方法的高效外科教育工作者使用一种新的research design.DESIGN：在这项定性研究中，外科住院医师被发送一个电子调查征求提名的教师认为是高效的外科教育工作者。深入，半结构化的采访进行了外科医生收到最提名。扎根理论方法确定的主题analysis.SETTING：一般，血管和整形外科的居民和教师在宾夕法尼亚大学卫生系统。参与者：共77外科住院医师进行了调查。数据饱和发生后，12个半结构化的采访与主治外科医生，对应于前15%的faculty.RESULTS：受访者描述了个人特点和具体的教学方法，促进成功的学习。这些包括提供特殊的外科教育作为一个使命，从过去的导师和榜样的强烈影响，对职业的热爱，以及自我宣称的倦怠率低。理想的教学方法包括促进心理安全文化（在个人环境中承担人际风险的感知能力）、渐进式自主、受训者的问责制和学习者的个性化教学。受访者认为教育与临床职责密不可分，所有外科医生都认为提供卓越的患者护理是有效的外科教学的基础。衍生的主题表明，教育工作者更喜欢“认知为基础的”的方法，专注于学习过程，而不是具体outcome.CONCLUSIONS：本研究确定的特点和教育风格的高效率的教育工作者在一个队列的学术外科医生。该框架可以为居民和教师制定有效的教学方法的教育计划提供信息。(C)2019年外科手术项目主任协会。爱思唯尔公司出版All rights reserved.
OBJECTIVE: To identify personal qualities and teaching methods of highly effective surgical educators using a novel research design.DESIGN: In this qualitative study, surgical residents were sent an electronic survey soliciting nominations for faculty perceived as highly effective surgical educators. In-depth, semistructured interviews were conducted with surgeons receiving the most nominations. Grounded theory methodology identified themes for analysis.SETTING: General, vascular, and plastic surgery residents and faculty at the University of Pennsylvania Health System.PARTICIPANTS: A total of 77 surgical residents were surveyed. Data saturation occurred after 12 semistructured interviews with attending surgeons, corresponding to the top 15% of faculty.RESULTS: Interviewees described both personal characteristics and specific teaching approaches that facilitated successful learning. These included providing exceptional surgical education as a mission, a strong influence from past mentors and role models, a love for the profession, and a low rate of self-professed burnout. Desirable teaching methods included promoting a culture of psychological safety (the perceived ability to take interpersonal risks within one's environment), progressive autonomy, accountability of trainees, and individualized teaching for the learner. Interviewees saw education as inseparable from clinical duties, and all surgeons believed providing exceptional patient care was the foundation of effective surgical teaching. The derived themes suggested that educators prefer "cognitive-based" approaches, focusing on learning processes rather than specific outcomes.CONCLUSIONS: This study identified characteristics and educational styles of highly effective educators in a cohort of academic surgeons. This framework may inform the development of educational programs for residents and faculty in effective teaching methods. (C) 2019 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.