Factors that influence medical student learning in the operating room

Hexter, Adam; O'Dowd-Booth, Christopher; Hunter, A. R.

doi:10.1080/0142159x.2018.1504163

Cited by 30 publications

(24 citation statements)

References 39 publications

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“…STEEM was first developed in 2004 for surgical residents (Cassar, 2004). Later different studies were conducted using this as a template (Hexter, O'Dowd-Booth, & Hunter, 2019).…”

mentioning

confidence: 99%

Perception of Surgical Residents about Learning in Operation Theatres at CHICH Using STEEM

Talat

Sethi²,

Mirza³

et al. 2019

HPEJ

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Abstract Introduction: Educational environment or learning environment is a context in which teaching, training and grooming of post graduate residents occurs. Surgical specialty as a whole and operating rooms in particular are very important in terms teaching and training. Perception of residents as to this learning environment is quite vital to their learning and should be assessed objectively to identify weak and strong areas of the environment. The Surgical Theatre Educational Environment Measures (STEEM) questionnaire is an instrument that can be used to assess perception of residents about learning environment in operation theatre. Objective: To evaluate the perception of surgical post-graduate residents about their learning environment in operating rooms and compare this perception among different strata of residents as to age, gender, and year of residency. Methods: This cross-sectional study was conducted at The Children’s Hospital & The Institute of Child Health Lahore. STEEM questionnaire was used to check the perceptions of educational environment in surgical theatres. This study was carried out from July 2019 to September 2019. A total of 62 surgical residents were given printed questionnaire after informed consent. The data was analyzed through SPSS V24 and descriptive and inferential analyses performed. Results: Out of 62 surgical residents, 61 responded (Response rate 98.3%). Mean age of residents was 29.27 years (±2.37); 45 residents were male whereas 16 were females (2.8:1). Majority of residents were from 3rd (34.4%) and 4th (21.3%) year of their residency. The total mean score was 147.66 (±18.57). No difference in mean scores were found as to age and sex of participants; whereas, responses were statistically more positive for residents in their first year or fifth year of their residency. Overall 53 residents gave favorable/positive response. Conclusion: Overall residents had good perception about their training and supervisors, learning opportunities in operation theatre, atmosphere in operation theatre, and supervision being provided to them. Key words STEEM, Surgical, Perception, Surgical residents, Learning environment, Operation theatre learning.

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“…STEEM was first developed in 2004 for surgical residents (Cassar, 2004). Later different studies were conducted using this as a template (Hexter, O'Dowd-Booth, & Hunter, 2019).…”

mentioning

confidence: 99%

Perception of Surgical Residents about Learning in Operation Theatres at CHICH Using STEEM

Talat

Sethi²,

Mirza³

et al. 2019

HPEJ

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“…We might assume that such discussions contribute to clarifying expectations for residents (e.g. how they are assessed), as is known that clear expectations are associated with positive learning climate perceptions (Mickan and Rodger 2005;Hexter et al 2018).…”

Section: Explanation Of Main Findingsmentioning

confidence: 99%

Team up! Linking teamwork effectiveness of clinical teaching teams to residents’ experienced learning climate

et al. 2019

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Background: Supportive learning climates are key to ensure high-quality residency training. Clinical teachers, collaborating as teaching team, have an important role in maintaining such climates since they are responsible for residency training. Successful residency training is dependent on effective teamwork within teaching teams. Still, it remains unclear whether this team effort benefits residents' perceptions of the learning climate. We, therefore, investigated to what extent teamwork effectiveness within teaching teams is associated with (1) the overall learning climate, and (2) its affective, cognitive and instrumental facets? Methods: This study used a web-based platform to collect data in clinical departments in the Netherlands from January 2014 to May 2017. Teamwork effectiveness was measured with the TeamQ questionnaire, administered amongst clinical teachers. The learning climate was measured with the D-RECT, applied amongst residents. Associations were analyzed using multilevel models and multivariate general linear models. Results: Teamwork effectiveness was positively associated with the overall learning climate as well as with the affective and the instrumental facets of the learning climate. No significant associations were found with the cognitive facet. Conclusion: Effective teamwork within teaching teams benefits learning climates in postgraduate medical education. Therefore, departments aiming to improve their learning climate should target teamwork within teaching teams.

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“…Operating Room (OR), focuses on almost all learning forms such as spatial, aural, verbal, physical, logical, interpersonal and intrapersonal. 1,2 Currently, various models of teaching and learning are being used for residency training in the OR setting. It is necessary to customize them according to their perspectives, needs and the graduates' learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…OR-based student learning is by a number of factors which include organizational, socio-environmental and emotional factors apart from factors related to educational relevance and surgical educator. 1,3,4 Weinberg et al and Lyon et al have previously stressed the need for a studentdriven learning process, however, a standardized learning process in the ORsetting where the teacher has a more responsible role despite the learning process being student-centered may be more practical. 5,6 Here, we aim to provide an overview of some of the measures that can be taken to enhance the theatre experience for our future undergraduate medical students.…”

Section: Introductionmentioning

confidence: 99%

Twelve Tips for Enhancing Student Learning Experience in the Operating Room

Waseem¹,

Baig

Yasmin

et al. 2022

J Shalamar Med Dent Coll

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Student learning within the Operating Room (OR) is complex and challenging, especially for medical students who heavily rely upon structured learning plans. Medical students’ OR-based surgical learning experience is heterogenous, unstandardized, and inadequate for many reasons. There is a growing need to evaluate the learning modalities and models that we currently use for medical graduates’ OR-based learning process, create a balance between structured and opportunistic learning encounters and incorporate previously identified factors that have been known to influence the quality of OR-based learning positively. In continuation with our previous work on OR-based learning, here we argue for a structured OR-based learning plan that embodies appropriate learning models and teaching methodologies and focuses on a comprehensive plan that justifies a local needs analysis and addresses factors influencing the quality of OR-based student learning to produce enhanced learning outcomes.

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Factors that influence medical student learning in the operating room

Cited by 30 publications

References 39 publications

Perception of Surgical Residents about Learning in Operation Theatres at CHICH Using STEEM

Perception of Surgical Residents about Learning in Operation Theatres at CHICH Using STEEM

Team up! Linking teamwork effectiveness of clinical teaching teams to residents’ experienced learning climate

Twelve Tips for Enhancing Student Learning Experience in the Operating Room

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