Twelve tips for surgeons to maximise medical student learning in the operating theatre

From text to e-text: perceptions of medical, dental and allied students about e-learning

“…Immense research has been conducted in the last few years, adding a variety of innovations in health professionals education [ 69 ]. Various researchers have presented ‘tips’ for online student engagement [ 70 ], on how to conduct clinical sessions [ 71 ] and to cope with Pandemic stress disorder [ 72 ]. Faculty training sessions are required to train teachers on student engagement.…”

Fostering Authenticity in Surgical Education: Creating a Safe Space for Medical Students to Practice as Doctors

“…Firstly, there is the substantial body of research highlighting the prevailing struggles and anxiety experienced by students entering the operating theatre. 4 , 5 , 6 , 7 Unless thoughtfully designed, the layering of further complexity is likely to confound this situation even further. Secondly, due to the exigencies surrounding COVID-19, access to surgical theatres to undertake research and development is likely to be met with resistance.…”

Perception of Neurosurgical Residents about Learning in Operation Theatre in Tertiary Care Hospitals

“…This increased workload poses a direct and indirect threat to patient safety and negatively impacts their ability to learn. 7,8 For evaluating diverse learning environments of under-and postgraduates, scoring systems consisting of questionnaires have been employed, such as DREEM, OREEM, PHEEM, ATEEM, STEEM, and others. 9,10 Each instrument has advantages and disadvantages and has been tried in various local and regional circumstances.…”

“…SPSS 24 was used to analyze the data. Negative responses were reverse coded on a few items (8,14,19,22,23,26,27,28,30,31,33,34,35,36,37,28,40) to maintain the positive score. Cronbach's alpha coefficient was used to assess the instrument's reliability.…”