目的:复杂结直肠癌的手术治疗:术前评估,患者选择,放射学解释,行动战略,操作技术技能,手术标准化,术后护理和并发症管理都是至关重要的组成部分.鉴于这种复杂性,包括所有这些关键方面的培训,以产生适当的外科医生是必不可少的。迄今为止,没有课程来指导晚期和复发性盆腔恶性肿瘤的培训,特别是复杂的结直肠癌。这样的课程可能会提供许多优势,不仅对于个人外科医生,而且对于研究,治理,国际合作和基准。这项研究的目的是为复杂的结直肠癌研究金培训课程设计和开发一个框架,该课程包括盆腔切除术。
方法:Kern描述了一种六步课程设计方法,该方法现已在医学教育中广泛采用。我们的研究利用Kern方法的步骤1-4来开发课程提纲和评估框架,以用于复杂的结直肠癌包括盆腔切除术的研究金培训。进行了文献综述以解决步骤1,然后在步骤2中通过与受训人员进行焦点小组进行有针对性的需求评估,研究员和专家确定学习需求和目标,并为步骤3设定目标。然后,专家共识小组对这些建议进行了投票,并在步骤4中制定了教育策略建议。为了简洁起见,文中的“盆腔切除术”也包括复杂[结直肠癌]的扩展和多内脏切除术。
结果:Kern方法的步骤1发现了复杂癌症手术课程文献中的空白。步骤2确定了被学员视为学习需求的关键领域,包括解剖学,实践经验和案例量。步骤3定义了研究金课程的目标和目标,定义在六个领域,包括理论知识,决策,技术技能,术后管理和持续专业发展。最后,作为第5阶段和第6阶段的前奏,一项实施,反馈和评估的战略由专家共识会议商定,该会议确定了病例量(在一个研究期内至少进行20例盆腔摘除手术)和本教学大纲的覆盖范围以及衍生指标.
结论:我们的工作组为英国复杂癌症的高级研究金培训制定了课程框架。需要通过实施进行验证,并肯定其效用,在国内和国际上,必须寻求。
OBJECTIVE: Surgery for complex colorectal cancer is elaborate: preoperative assessment, patient selection, radiological interpretation, operative strategy, operative technical skills, operative standardization, postoperative care and management of complications are all critical components. Given this complexity, training that encompasses all these crucial aspects to generate suitably edified surgeons is essential. To date, no curriculum exists to guide training in advanced and recurrent pelvic malignancy, particularly for complex colorectal cancer. Such a curriculum would potentially offer numerous advantages, not only for individual surgeons but also for research, governance, international collaboration and benchmarking. The aim of this study was to design and develop a framework for a curriculum for fellowship training in complex colorectal cancer that encompasses pelvic exenteration surgery.
METHODS: Kern described a six-step method for curriculum design that is now widely adopted in medical education. Our study utilizes steps 1-4 of Kern\'s method to develop a syllabus and assessment framework for curriculum development for fellowship training in complex colorectal cancer encompassing pelvic exenteration. A literature review was conducted to address step 1, followed by targeted needs assessment in step 2 by conducting focus groups with trainees, fellows and experts to identify learning needs and goals with objective setting for step 3. An expert consensus group then voted on these recommendations and developed educational strategy recommendations as step 4. For the purposes of brevity, \'pelvic exenteration\' in the text is taken to also encompass extended and multivisceral resections that fall under the remit of complex [colorectal] cancer.
RESULTS: Step 1 of Kern\'s method identified a gap in the literature on curricula in complex cancer surgery. Step 2 identified key areas regarded as learning needs by trainees, including anatomy, hands-on experience and case volume. Step 3 defined the goals and objectives of a fellowship curriculum, defined in six domains including theoretical knowledge, decision-making, technical skills, postoperative management and continuing professional development. Finally, as a prelude to stages 5 and 6, a strategy for implementation and for feedback and assessment was agreed by an expert consensus meeting that defined case volume (a minimum of 20 pelvic exenteration operations within a fellowship period) and coverage of this syllabus with derived metrics.
CONCLUSIONS: Our working group has developed a curriculum framework for advanced fellowship training in complex cancer in the UK. Validation is needed through implementation, and affirmation of its utility, both nationally and internationally, must be sought.