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How can we prepare medical students for theatre‐based learning?
Author(s) -
Fernando Nishan,
McAdam Tim,
Cleland Jennifer,
Yule Steven,
McKenzie Hamish,
Youngson George
Publication year - 2007
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2007.02839.x
Subject(s) - likert scale , etiquette , medical education , test (biology) , psychology , quality (philosophy) , multiple choice , medicine , significant difference , paleontology , developmental psychology , philosophy , epistemology , political science , law , biology
Context The quality of medical undergraduate operating theatre‐based teaching is variable. Preparation prior to attending theatre may support student learning. Identifying and agreeing key skills, competences and objectives for theatre‐based teaching may contribute to this process of preparation. Methods We carried out a cross‐sectional survey of consultant surgeons and students using a forced choice questionnaire containing 16 skills and competences classified as ‘essential’, ‘desirable’ or ‘not appropriate’, and a choice of 6 different teaching methods, scored for perceived effectiveness on a 5‐point Likert scale. Questionnaire content was based on the findings from an earlier qualitative study. Results Comparative data analyses (Mann– Whitney and Kruskal–Wallis tests) were carried out using spss Version 14. A total of 42 consultant surgeons and 46 students completed the questionnaire (46% and 100% response rates, respectively). Knowledge of standard theatre etiquette and protocols, ability to scrub up adequately, ability to adhere to sterile procedures, awareness of risks to self, staff and patients, and appreciation of the need for careful peri‐operative monitoring were considered ‘essential’ by the majority. Student and consultant responses differed significantly on 5 items, with students generally considering more practical skills and competences to be essential. Differences between students on medical and surgical attachments were also identified. Conclusions Consultant surgeons and medical students agree on many aspects of the important learning points for theatre‐based teaching. Compared with their teachers, students, particularly those on attachment to surgical specialties, are more ambitious – perhaps overly so – in the level of practical skills and risk awareness they expect to gain in theatre.