L’attività didattica nelle Scuole di Specializzazione in Chirurgia: la figura del tutore nell’attività operatoria

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Rossana Alloni, Paola Binetti, Roberto Coppola, Augusto Arullani

Ann. Ital. Chir., 2005; 76: 495-499

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The Postgraduate Surgical education is in an era of transition, in order to create physicians with skills and attitudes
needed by modern health care. Many studies have examined the impact of surgical tutoring in surgical residency programs
in USA Medical Schools, while few experiences are reported from European Universities. The new Italian guidelines
for postgraduated education require a structured clinical learning with the supervision of a tutor (“attending surgeon”,
for surgical residency); it is a challenge to describe the role of this teacher and educator, and to implement an
effective evaluation of operating room teachers.
Confidential survey was administered to 14 surgical residents of the Authors’ University. Questions were related to their
surgical activity and their perception of educational role of tutors in operating room and tutors’ teaching behaviors.
Residents pointed out five behaviors they perceive as signs of tutor excellence in clinical and operating room setting.
According with studies from other Universities, residents need a tutor with competency but also with good teaching
skills and a mature self-perception as educator. Faculty would provide training programs for surgeons in order to improve
their teaching skills and behaviors.

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