Implementing a surgical skills training program.

Robert A Starr; Nathan V Wagstaff

doi:10.1016/j.ogc.2006.01.006

Home/Archive/PubMed

PubMed · 16647601

Implementing a surgical skills training program.

Robert A Starr·Nathan V Wagstaff

View original source ↗Export metadata ↓

Abstract

Significant change is underway in surgical training programs. Many educators believe that an outcomes-based approach to surgical education best addresses the need for greater public accountability and patient safety in surgical education. To achieve this end, surgical educators need to understand the basic principles of curriculum design and demonstrate a willingness to apply these educational methods within their training programs.

Explore related subjects

Clinical Competence Competency-Based Education Education, Medical, Graduate General Surgery Humans Needs Assessment Organizational Objectives Program Development Journal Article

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

Robert A Starr, Nathan V Wagstaff. 2006. Implementing a surgical skills training program.. https://doi.org/10.1016/j.ogc.2006.01.006

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2007

Training a competent surgeon.

Residency education is evolving into a competency model. Defining and evaluating competence are new paradigms that must be rapidly inserted into residency programs to satisfy residency requirements.

Clinical Competence↗

PubMed2007

Competencies as an evaluation tool.

Competency-based resident education focuses on resident performance (learning outcomes) in reaching specific competencies (goals and objectives of the curriculum). The seven competencies that are outlined in the Council on Podiatric Medical Education 320 document are organizing principles for a podiatric residency curriculum. Through the use of the competencies, the resident evaluation can be constructed to best determine the need for resident intervention as well as program improvements.

Clinical Competence↗

PubMed2007

A survey of the education of nurses working in mental health settings in 12 European countries.

BACKGROUND: Recent European policies emphasise that the training and education of health professionals are a major means of improving mental health services. Little comparative research has been undertaken to ascertain the degree of homogeneity in the training of nurses working in mental health settings across Europe. OBJECTIVE: The aim of this study was to investigate the training of nurses working in mental health settings in a range of European countries. Specifically, information regarding criteria for entry into training, type of qualification awarded and further training opportunities was to be explored. METHODS AND PARTICIPANTS: A specially designed questionnaire was designed to gather data from senior mental health nurses working in the mental health field in a sample of 12 countries from across Europe. RESULTS: Findings disclosed considerable disparity between countries in respect to nurse training, with few countries requiring a specialist nursing qualification to practice in the mental health field. There appears to be little homogeneity in terms of educational provision pre and post-qualification. CONCLUSIONS: More research is needed into how European states deliver nurse training and education, how students are prepared for various practice settings and the effect on outcomes for service users of different models of training.

Clinical Competence↗