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首页> 外文期刊>The American Journal of Surgery >War stories: A qualitative analysis of narrative teaching strategies in the operating room
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War stories: A qualitative analysis of narrative teaching strategies in the operating room

机译：战争故事：对手术室叙事教学策略的定性分析

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"War stories" are commonplace in surgical education, yet little is known about their purpose, construct, or use in the education of trainees. Ten complex operations were videotaped and audiotaped. Narrative stories were analyzed using grounded theory to identify emergent themes in both the types of stories being told and the teaching objectives they illustrated. Twenty-four stories were identified in 9 of the 10 cases (mean, 2.4/case). They were brief (mean, 58 seconds), illustrative of multiple teaching points (mean, 1.5/story), and appeared throughout the operations. Anchored in personal experience, these stories taught both clinical (eg, operative technique, decision making, error identification) and programmatic (eg, resource management, professionalism) topics. Narrative stories are used frequently and intuitively by physicians to emphasize a variety of intraoperative teaching points. They socialize trainees in the culture of surgery and may represent an underrecognized approach to teaching the core competencies. More understanding is needed to maximize their potential.
机译：“战争故事”在外科手术教育中很常见，但对其目的，结构或在受训者教育中的用途知之甚少。对十个复杂的操作进行了录像和录音。使用扎根理论对叙事故事进行分析，以识别所讲故事的类型和所说明的教学目标中的新兴主题。 10例病例中有9例被发现有24个故事（平均每例2.4个）。它们很简短（平均58秒），说明了多个教学要点（平均1.5 /层），并在整个手术过程中出现。这些故事以个人经验为基础，教授了临床（例如，手术技术，决策，错误识别）和程序化（例如，资源管理，专业性）主题。医师经常并直观地使用叙事故事来强调各种术中教学要点。他们在外科手术文化中对学员进行社交，可能代表了人们对核心能力教学的一种未被认可的方法。需要更多的了解以发挥其潜力。

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