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首页> 外文期刊>Clinics in colon and rectal surgery >Effective teaching and feedback strategies in the or and beyond
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Effective teaching and feedback strategies in the or and beyond

机译：内外的有效教学和反馈策略

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Maintaining a standard of excellence for graduating surgical residents requires a comprehensive and consistent approach to surgical education. The omnipresent and increasing barriers to education must also be recognized and addressed. The implementation of effective teaching strategies is largely dependent on the resources available at each institution and the vision of education. Unfortunately, allocating time for surgeons to teach both inside and outside the operating room has become a foreign concept to administration. Furthermore, the reduction in case numbers performed by trainees now demands quality over quantity to ensure success. Quality teaching moments will only be realized when emphasis is placed on preparation, useful instruction during the procedure, and postoperative feedback. Ideal preparation entails a detailed discussion between the trainee and surgeon about the specific learning goals for the case. During the procedure, the faculty surgeon must strive to maximize the experience through effective communication while performing an efficient and safe operation. Numerous validated objective assessment tools exist for postprocedure evaluation but are grossly underutilized. Surgical education must thoughtfully be approached with the same fervor and detail as patient care. As faculty, it is our responsibility to train the next generation of surgeons and therefore every case must count.
机译：维持优秀的外科住院医师毕业标准，需要采用全面一致的外科教育方法。还必须承认和解决无处不在和日益增加的教育障碍。有效的教学策略的实施很大程度上取决于每个机构的可用资源和教育远景。不幸的是，分配时间给外科医生在手术室内外进行教学已经成为管理的异国情调。此外，减少受训人员执行的案例数量现在要求质量胜于数量，以确保成功。只有将重点放在准备工作，过程中的有用指导以及术后反馈上，才能实现高质量的教学时间。理想的准备工作需要受训者和外科医生之间就案例的特定学习目标进行详细讨论。在手术过程中，外科医生必须努力通过有效的沟通来最大化经验，同时执行高效而安全的手术。已有大量经过验证的客观评估工具可用于过程后评估，但未得到充分利用。必须像对待患者护理一样认真地进行外科手术教育。作为教师，培训下一代外科医生是我们的责任，因此每个案例都必须算计。

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