Impact of the COVID-19 Pandemic on Surgical Training and Learner Well-Being: Report of a Survey of General Surgery and Other Surgical Specialty Educators.

Autor:	Ellison EC; Department of Surgery, The Ohio State University Columbus, OH. Electronic address: ellison.2@osu.edu., Spanknebel K; Department of Surgery, New York Medical College, Valhalla, NY., Stain SC; Department of Surgery, Albany Medical College, Albany, NY., Shabahang MM; Geisinger Health System, Danville, PA., Matthews JB; Department of Surgery, University of Chicago, Chicago, IL., Debas HT; Department of Surgery, University of California-San Francisco, San Francisco, CA., Nagler A; Division of Education, American College of Surgeons, Chicago, IL., Blair PG; Division of Education, American College of Surgeons, Chicago, IL., Eberlein TJ; Department of Surgery, Washington University School of Medicine, St Louis, MO., Farmer DL; Department of Surgery, University of California-Davis, Sacramento, CA., Sloane R; Duke Center for the Study of Aging and Human Development, Duke University, Durham, NC., Britt LD; Department of Surgery, Eastern Virginia University, Norfolk, VA., Sachdeva AK; Division of Education, American College of Surgeons, Chicago, IL.
Jazyk:	angličtina
Zdroj:	Journal of the American College of Surgeons [J Am Coll Surg] 2020 Dec; Vol. 231 (6), pp. 613-626. Date of Electronic Publication: 2020 Sep 12.
DOI:	10.1016/j.jamcollsurg.2020.08.766
Abstrakt:	Background: The COVID-19 pandemic disrupted the delivery of surgical services. The purpose of this communication was to report the impact of the pandemic on surgical training and learner well-being and to document adaptations made by surgery departments. Study Design: A 37-item survey was distributed to educational leaders in general surgery and other surgical specialty training programs. It included both closed- and open-ended questions and the self-reported stages of GME during the COVID-19 pandemic, as defined by the ACGME. Statistical associations for items with stage were assessed using categorical analysis. Results: The response rate was 21% (472 of 2,196). US stage distribution (n = 447) was as follows: stage 1, 22%; stage 2, 48%; and stage 3, 30%. Impact on clinical education significantly increased by stage, with severe reductions in nonemergency operations (73% and 86% vs 98%) and emergency operations (8% and 16% vs 34%). Variable effects were reported on minimal expected case numbers across all stages. Reductions were reported in outpatient experience (83%), in-hospital experience (70%), and outside rotations (57%). Increases in ICU rotations were reported with advancing stage (7% and 13% vs 37%). Severity of impact on didactic education increased with stage (14% and 30% vs 46%). Virtual conferences were adopted by 97% across all stages. Severity of impact on learner well-being increased by stage-physical safety (6% and 9% vs 31%), physical health (0% and 7% vs 17%), and emotional health (11% and 24% vs 42%). Regardless of stage, most but not all made adaptations to support trainees' well-being. Conclusions: The pandemic adversely impacted surgical training and the well-being of learners across all surgical specialties proportional to increasing ACGME stage. There is a need to develop education disaster plans to support technical competency and learner well-being. Careful assessment for program advancement will also be necessary. The experience during this pandemic shows that virtual learning and telemedicine will have a considerable impact on the future of surgical education. (Copyright © 2020 American College of Surgeons. Published by Elsevier Inc. All rights reserved.)
Databáze:	MEDLINE
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