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EVATS: a proactive solution to improve surgical education and maintain flexibility in the new training era.

机译：评估：一种主动的解决方案，可在新的培训时代改善外科手术教育并保持灵活性。

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OBJECTIVE: To describe the development of the EVATS rotation. DESIGN: Descriptive document. SETTING: University teaching hospital. PARTICIPANTS: Faculty and residents of the University of Washington. METHODS: In July 2003 we identified the need for a new, independent, educational module within our residency training. Requirements for this rotation included dedicated time for technical skills training on simulators, independent competency learning modules, academic research project time, vacation time and coverage, and flexibility for unplanned leave (eg, interview travel, m/paternity leave). RESULTS: An EVATS rotation was created in July 2003 that is provided at each training level and lasts from 4 to 8 weeks depending on R-level. EVATS meets the following challenges: Emergency coverage (EVATS residents available for last-minute service coverage), vacation time/vacation coverage (2 weeks vacation + 1 week vacation coverage; this maintains vacations for all residents every 6 months), academic time (residents now must complete 1 academic project for graduation) and ACGME competency learning and assessment, and technical skills training (includes simulator work for open/lap skills). Initial implementation indices are high and include resident satisfaction, 80-hour work week compliance, academic productivity, and patient continuity of care. CONCLUSIONS: The 21st century brought new challenges for surgical training. Increased societal demands for skills training in a laboratory setting using simulators and the 6 ACGME competencies all require classroom-type training periods. Paradoxically, the 80-hour work week restricted the time available for these educational activities and made it more difficult for programs to accommodate resident vacations and emergencies. These challenges provided an opportunity to enhance the educational experience for our residency program. The product was the EVATS rotation. Early data after implementation are favorable.
机译：目的：描述EVATS轮换的发展。设计：描述性文件。地点：大学教学医院。参加者：华盛顿大学的教职员工。方法：2003年7月，我们在住院医师培训中确定了对新的，独立的教育模块的需求。轮换的要求包括专门用于模拟器技术技能培训的时间，独立的能力学习模块，学术研究项目时间，休假时间和覆盖范围以及计划外休假的灵活性（例如，面试旅行，男/陪产假）。结果：EVATS轮换于2003年7月创建，在每个培训级别提供，轮流持续4到8周，具体取决于R级。 EVATS面临以下挑战：紧急保险（EVATS居民可提供最后一刻的服务），休假时间/休假保险（2周假期+ 1周假期;这使所有居民每6个月保持一次假期），学习时间（居民现在必须完成1个学术项目才能毕业），ACGME能力学习和评估以及技术技能培训（包括开放式/单圈式技能的模拟器工作）。初始实施指数很高，包括居民满意度，每周工作80小时，学术效率和患者护理连续性。结论：21世纪为外科手术训练带来了新的挑战。社会对使用模拟器和6种ACGME能力在实验室环境中进行技能培训的需求不断增加，这些都需要课堂式的培训时间。矛盾的是，每周工作80小时限制了这些教育活动的时间，使计划难以适应居民的休假和紧急情况。这些挑战为我们的居住计划提供了增强教育经验的机会。产品是EVATS旋转。实施后的早期数据是有利的。

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