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Ann Thorac Surg 2002;74:1741-1746
© 2002 The Society of Thoracic Surgeons

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Special Report

Development of a CD-ROM internet hybrid: a new thoracic surgery curriculum

^a Department of Cardiovascular and Thoracic Surgery, The Albert Einstein College of Medicine-Montefiore Medical Center, Bronx, New York, USA

* Address reprint requests to Dr Gold, Department of Cardiovascular and Thoracic Surgery, The Albert Einstein College of Medicine-Montefiore Medical Center, 3400 Bainbridge Ave, Bronx, NY10467, USA.
e-mail: jgold@montefiore.org

Presented at the Thirty-eighth Annual Meeting of The Society of Thoracic Surgeons, Fort Lauderdale, FL, Jan 28–30, 2002.

The first 300 words of the full text of this article appear below.

During the last decade thoracic surgical resident education has undergone considerable change [1–9]. These changes have occurred in three closely related areas: the content of the educational process (what we teach), the structure of the educational process (how we teach), and the duration of the educational process (when we teach) [10–16]. Although our formal thoracic surgical education spans a period of 2 or 3 years we continue to rely on a significant amount of information to have been mastered by the resident before initiating the formal thoracic surgery residency process. We also continue to anticipate ongoing maturation of technical and clinical skills as well as didactic knowledge after the completion of a residency during postgraduate practice. The rapid growth of fact-based information pertaining to our field has resulted in a dramatic expansion of the amount of material we must successfully transmit to our residents without any change in the amount of time available to do so [17, 18]. There is an increasing reliance on a solid background in fundamental surgical skills and knowledge that has been imparted to our residents before the first day of their thoracic surgery residency.

Purpose

It is the goal of the Prerequisite Curriculum Project of the Thoracic Surgery Directors Association (TSDA) to develop and maintain a catalog of factual knowledge that would be optimally required for residents before initiation of the thoracic surgical residency and then to develop an innovative methodology to impart that knowledge in such a way that it is useful and serves as a permanent reference before, during, and after the residency.

To do so, it was necessary to analyze the current structure of thoracic surgical education. Our educational process involves subject material that can be categorized into the surgical and nonsurgical . . . [Full Text of this Article]

This article has been cited by other articles:

				J. Gold Invited commentary. Ann. Thorac. Surg., May 1, 2006; 81(5): 1766 - 1766. [Full Text] [PDF]

				J. P. Gold, W. B. Begg, D. A. Fullerton, D. J. Mathisen, M. B. Orringer, and E. D. Verrier Evaluation of Web-Based Learning Tools: Lessons Learned from the Thoracic Surgery Directors Association Curriculum Project Three-Year Experience Ann. Thorac. Surg., September 1, 2005; 80(3): 802 - 810. [Abstract] [Full Text] [PDF]

				F. A. Crawford Jr Presidential address: thoracic surgery education--responding to a changing environment J. Thorac. Cardiovasc. Surg., November 1, 2003; 126(5): 1235 - 1242. [Full Text] [PDF]