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首页> 外文期刊>Medical education >Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room
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Recruiting expertise: how surgical trainees engage supervisors for learning in the operating room

机译：招募专业知识：手术学员如何参与监督员在手术室学习

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Context For centuries now, the operating room ( OR ) has been the environment in which surgical trainees come to master procedures. Restricted working hours and insufficient levels of autonomy at the end of their training necessitate a shift towards alternative effective learning strategies. Self‐regulated learning is a promising strategy by which surgical trainees can learn more with fewer exposures. However, the challenge is to understand how surgical trainees regulate their learning in the clinical context of the? OR . Objectives The purpose of this study is to identify and understand the strategies of surgical trainees in engaging their supervisors for learning purposes and how these strategies contribute to effective learning. Methods Total hip replacement procedures performed by four surgical trainees and their supervisors were videotaped. Using the iterative inductive process of conversation analysis, each verbal initiative to engage the supervisor was identified, analysed (‘why that now’) and categorised. Results Surgical trainees used a range of practices to engage supervisors and recruit expertise, ranging from explicit recruitment to implicit hints. We identified four major categories. Surgical trainees: (i) invite the supervisor to provide an evaluation of the ongoing task; (ii) express an evaluation of the ongoing task and then explicitly invite the supervisor to provide an evaluation; (iii) express an evaluation of the ongoing task and then invite the supervisor to provide confirmation, and (iv) express an evaluation of the ongoing task without engaging the supervisor. Conclusions Surgical trainees recruit expertise from supervisors using practices of four different categories. Trainees’ actions are provoked by the moment at which they experience insufficient expertise and are focused on the task at hand in the immediate present. Supervisors can and do elaborate on these requests to provide explicit teaching. Insight into these practices provides tools for reflection on OR learning, proficiency assessment and deliberation to adapt guidance in the real time of the procedure.
机译：背景信息现在，手术室（或）一直是外科学员来掌握程序的环境。培训结束时，限制工作时间和自主程度不足，需要转向替代有效的学习策略。自我监管的学习是一个有希望的策略，通过该策略可以使用较少的曝光来了解更多信息。但是，挑战是了解外科学员如何在临床环境中规范他们的学习？或者 。目的本研究的目的是识别和理解外科学员的战略，以便参与其主管的学习目的以及这些策略如何有助于有效的学习。方法采用四名外科学员及其监事进行的总髋关节替代程序进行了录像。使用对话分析的迭代归纳过程，确定了每个口头举措，用于参与主管，分析（“为什么现在'）并分类。结果外科学员使用了一系列实践来聘用主管和招聘专业知识，从明确招募到隐含提示。我们确定了四个主要类别。外科学员：（i）邀请主管提供对正在进行的任务的评估; （ii）表达对正在进行的任务的评估，然后明确邀请主管提供评估; （iii）表达对正在进行的任务的评估，然后邀请主管提供确认，（iv）表达对正在进行的任务的评估，而不聘请主管。结论外科学员使用四种不同类别的实践从监事中招募专业知识。受教育行为的行动被激发了他们经历的专业知识不足，并且专注于立即存在的任务。主管可以并详细说明这些要求提供明确教学。深入了解这些实践为改编了在程序的实时调整指导方面提供了反思或学习，能力评估和审议的工具。

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  • 来源
    《Medical education》 |2019年第6期|共12页
  • 作者

    Nieboer Patrick; Huiskes Mike; Cnossen Fokie; Stevens Martin; Bulstra Sjoerd K; Jaarsma Debbie A D C;

  • 作者单位

    Department of Orthopaedic SurgeryUniversity Medical Centre GroningenGroningen the Netherlands;

    Centre for Language and CognitionUniversity of GroningenGroningen the Netherlands;

    Department of Artificial IntelligenceUniversity of GroningenGroningen the Netherlands;

    Department of Orthopaedic SurgeryUniversity Medical Centre GroningenGroningen the Netherlands;

    Department of Orthopaedic SurgeryUniversity Medical Centre GroningenGroningen the Netherlands;

    Centre for Research and Innovation in Medical EducationUniversity Medical Centre GroningenGroningen;

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  • 正文语种 eng
  • 中图分类 保健组织与事业（卫生事业管理）;
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