Being a surgeon or doing surgery? A qualitative study of learning in the operating room

Jensen, Rune Dall; Seyer‐Hansen, Mikkel; Cristancho, Sayra; Christensen, Mette Krogh

doi:10.1111/medu.13619

Cited by 20 publications

(9 citation statements)

References 39 publications

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“…Given that ethnography is often the actor-network theory informed methodology of choice, observational data collection is a hallmark. For example, Jensen and colleagues [ 55 ] took a practice-oriented approach to explore learning in the operating room. The researchers conducted 70 h of observations, supplemented with in-the-field conversations.…”

Section: Actor-network Theory Informed Ethnography: Principles Methomentioning

confidence: 99%

“…For example, Burm and colleagues [ 4 ] described asking professionals clarifying questions, to elucidate tacit meaning. Jensen and colleagues [ 55 ] spoke with medical students in the field, which in this case was an operating room, inviting participants to highlight, and even demonstrate, agentic material elements.…”

Section: Actor-network Theory Informed Ethnography: Principles Methomentioning

confidence: 99%

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Actor-network theory and ethnography: Sociomaterial approaches to researching medical education

MacLeod¹,

Cameron²,

Ajjawi³

et al. 2019

Perspect Med Educ

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Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease vectors, and human bodies; and, objects, like checklists, internet connections, classrooms, lights, chairs and an endless array of others. We propose that sociomaterial approaches to ethnography can help us explore taken for granted, or under-theorized, elements of a situation under study, thereby enabling us to think differently. In this article, we describe ideas informing Actor-Network Theory approaches, and how these ideas translate into how ethnographic research is designed and conducted. We investigate epistemological (what we can know, and how) positioning of the researcher in an actor-network theory informed ethnography, and describe how we tailor ethnographic methods—document and artefact analysis; observation; and interviews—to align with a sociomaterial worldview. Untangling sociomaterial scenarios can offer a novel perspective on myriad contemporary medical education issues. These issues include examining how novel tools (e.g. accreditation standards, assessment tools, mannequins, videoconferencing technologies) and spaces (e.g. simulation suites, videoconferenced lecture theatres) used in medical education impact how teaching and learning actually happen in these settings.

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Section: Actor-network Theory Informed Ethnography: Principles Methomentioning

confidence: 99%

Section: Actor-network Theory Informed Ethnography: Principles Methomentioning

confidence: 99%

Actor-network theory and ethnography: Sociomaterial approaches to researching medical education

MacLeod¹,

Cameron²,

Ajjawi³

et al. 2019

Perspect Med Educ

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“…Shifting positions and eating before theatre are preventive of syncope. Stark P. 36 UK Longer procedures negatively correlate with medical student attendance.…”

Section: The Sterility Procedures and The Surgical Experiencementioning

confidence: 99%

Walking the Walk: A Review of Medical Students’ Perspective of a Surgical Theatre as the New Classroom

Mallia,

Cuschieri

2023

Int J Med Stud

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Medical school trains eligible students for a medical degree (MD). As part of the clinical years in the MD program, students attend surgical theatre sessions to learn medical concepts from hands-on experience in the theatre. This review aims to provide a comprehensive overview of the role surgical theatre plays in the learning process and clinical experience of medical students. Google Scholar, PubMed and NCBI databases were searched for articles from 1990 to March 2022 using the search terms ‘Operating Room’ or ‘Operating Theatre’ or ‘Surgical Theatre’ and ‘Learning’, ‘Medical Students’ and ‘Surgeons’. Only articles on medical students’ perceptions on their learning experience in the surgical theatre were included. Thirty-four articles were eligible for inclusion. Unpreparedness, anxiety, lack of clear learning outcomes, fear and intimidation were the most common reported experiences by students. These demotivate medical students from attending theatre, along with poor surgical field visibility, resulting in a negative learning experience. Positive experiences during theatre time were more likely to attract students to choose a future surgical career. Limitations include the inclusion of surgical residents’ perspectives and the exclusion of other surgical team members’ perspectives. Studies included students across different clinical years, and results were primarily based on subjective perceptions. Evidently, the surgical theatre is a great learning opportunity for medical students. However, for this learning environment to be beneficial, students need to be included during surgical discussions and procedures. Additionally, clear learning outcomes need to be present whilst adequately training students prior to their first surgical attendance.

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“…There is little in the literature about ‘hidden’ learning experiences in the operating theatre, though after their exploration of the operating room ‘classroom’, Jensen et al suggested that students ought to acknowledge more abstract learning outcomes – instead of focusing on the ‘sayings’ and ‘doings’ of surgical practice, the operating theatre offers a unique chance to understand the relationships and social practice involved in being a surgeon – the chance to learn how to be a surgeon, rather than just how to perform surgery 16 . Croghan 17 suggested that if students understood that not all of the learning in theatre is focused on factual recall, students might adapt expectations and feel more satisfied overall.…”

Section: The Hidden Curriculum and ‘Hidden’ Teachers?mentioning

confidence: 99%

Faculty development review: Improving learning in the operating theatre

Kent

McGregor

Jamieson

2020

The Clinical Teacher

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Background Undergraduate medical students’ time is precious, and with increasingly limited exposure to surgery, learning at every opportunity needs to be facilitated. The operating theatre is a unique classroom and factors related to this environment could impact on learning opportunities. We aim to help surgical faculty overcome these barriers and develop the operating theatre’s potential as a learning environment. Results Reports in the literature frequently mention the emotional aspects of attending theatre and trying to fit in with the surgical team, and often report negative feelings such as feeling unwelcome. Students also report feeling confused about what they should be hoping to learn from their theatre experience, and what their role is in theatre. Conclusion We suggest ways in which surgical faculty can help the student fit into the theatre environment and hope that this will improve undergraduate surgical education and enthusiasm for surgery.

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Being a surgeon or doing surgery? A qualitative study of learning in the operating room

Cited by 20 publications

References 39 publications

Actor-network theory and ethnography: Sociomaterial approaches to researching medical education

Actor-network theory and ethnography: Sociomaterial approaches to researching medical education

Walking the Walk: A Review of Medical Students’ Perspective of a Surgical Theatre as the New Classroom

Faculty development review: Improving learning in the operating theatre

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