Joel Norton, Olivia Ambler, Heather Lillemoe, Andrew Tambyraja, Steven Yule
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引用次数: 0
Abstract
Background: The preoperative educational briefing is a focused discussion encompassing trainee goal setting and operative strategy. How to effectively deliver the educational briefing and the associated benefits to surgical learning and performance remain unclear. The aim of this study was to extract common themes from briefing templates, examine the impact on surgical education and performance metrics, and propose an evidence-based, structured framework for future implementation.
Methods: The MEDLINE, Embase, PubMed, and Web of Science databases were systematically searched for relevant studies that were published between database inception and 15 May 2024. Eligible studies involved surgical trainees and implemented educational briefing in the operating room environment. Results were thematically analysed, identifying 12 outcome measures, organized within Kirkpatrick's model of learning evaluation.
Results: Some 7174 studies were screened, of which 20 met the inclusion criteria. A total of 17 studies compared pre- and post-educational briefing implementation participant surveys focusing on surgical education and performance metrics. A total of 95 statistically significant results were identified, of which 93 demonstrated improvement after the introduction of educational briefing. Benefit was identified in 7 of 7 studies investigating reaction (for example briefing impact), 11 of 13 studies examining learning (for example intraoperative teaching), 12 of 14 studies investigating behaviour (for example goal setting), and 6 of 9 studies examining surgical results (for example trainee autonomy). Thematic analysis of briefing templates demonstrated four key themes, forming the proposed 'Goals, Autonomy, Preparation, and Strategy' ('GAPS') framework for standardized preoperative educational briefing.
Conclusion: The implementation of structured preoperative educational briefing significantly improves surgical education and performance outcomes. The 'Goals, Autonomy, Preparation, and Strategy' framework facilitates a deliberate, evidence-based approach to educational briefing for implementation across surgical specialties and healthcare systems.
背景：术前教育简报是一个重点讨论，包括学员目标设定和手术策略。如何有效地提供教育简报及其对外科学习和表现的相关益处仍不清楚。本研究的目的是从简报模板中提取共同主题，检查对外科教育和绩效指标的影响，并为未来的实施提出基于证据的结构化框架。方法：系统检索MEDLINE、Embase、PubMed和Web of Science数据库，检索数据库建立至2024年5月15日之间发表的相关研究。符合条件的研究涉及外科实习生，并在手术室环境中实施教育简报。对结果进行了主题分析，确定了12项结果测量，并在柯克帕特里克的学习评估模型中进行了组织。结果：共筛选了7174项研究，其中20项符合纳入标准。共有17项研究比较了教育前和教育后简报实施的参与者调查，重点关注外科教育和绩效指标。共确定了95个具有统计意义的结果，其中93个在引入教育简报后表现出改善。调查反应的7项研究中有7项（例如简报影响），调查学习的13项研究中有11项（例如术中教学），调查行为的14项研究中有12项（例如目标设定），以及调查手术结果的9项研究中有6项（例如受训者自主性）。对简报模板的专题分析展示了四个关键主题，形成了标准化术前教育简报的拟议“目标、自主、准备和战略”（“GAPS”）框架。结论：实施有组织的术前宣讲能显著提高手术宣讲水平和手术效果。“目标、自主、准备和策略”框架促进了一种深思熟虑的、基于证据的方法，以便在外科专科和医疗保健系统中实施教育简报。
期刊介绍：
The British Journal of Surgery (BJS), incorporating the European Journal of Surgery, stands as Europe's leading peer-reviewed surgical journal. It serves as an invaluable platform for presenting high-quality clinical and laboratory-based research across a wide range of surgical topics. In addition to providing a comprehensive coverage of traditional surgical practices, BJS also showcases emerging areas in the field, such as minimally invasive therapy and interventional radiology.
While the journal appeals to general surgeons, it also holds relevance for specialty surgeons and professionals working in closely related fields. By presenting cutting-edge research and advancements, BJS aims to revolutionize the way surgical knowledge is shared and contribute to the ongoing progress of the surgical community.
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