Educational Resources for Preservice Anesthesia Training Programs in Amhara Region, Ethiopia

Yetneberk, Tikuneh; Berhe, Yophtahe Woldegerima; Getnet, Habtamu; Mollalign, Mamaru; Firde, Meseret; Moore, Jolene

doi:10.2147/amep.s291050

Cited by 1 publication

(1 citation statement)

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“…This study highlights how the absence of teaching facilities in the operating room (OR) detrimentally impacts the creation of an optimal learning environment. This finding correlates with findings from the study “Educational Resources for Anesthesia Training Programs,” which concludes that teaching facilities in anesthesia education environments often fall short of meeting national standards [ 32 ]. The expansion of professional anesthesia training programs in low- and middle-income nations underscores the urgent need for investment in teaching materials.…”

Section: Discussionsupporting

confidence: 83%

Perception of the operation theater learning environment and related factors among anesthesia students in Ethiopian higher education teaching hospitals: a multicenter cross-sectional study

Wubshet,

Agegnehu,

Workie

et al. 2024

BMC Med Educ

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Introduction Operation theater learning involves three key elements: clinical work, learning, and the environment. There is little evidence regarding the operating theatre learning environment for anesthesia trainees. Identifying the overall perception of the operation theater learning environment helps to establish an efficient operation theater learning environment and produce competent anesthesia professionals. Objective The aim of this study was to assess the perceptions of the operating theater learning environment and associated factors among undergraduate anesthesia students in Ethiopian higher education teaching hospitals from April to May 2023. Methods A multicenter cross-sectional study was conducted on 313 undergraduate anesthesia students who began operation room clinical practice at 13 higher education teaching hospitals. The data were entered into EpiData version 4.6. A generalized ordered logistic regression model was used to analyze and identify factors associated with the operating theater learning environment using STATA software version MP17. Results The findings of this study revealed that 45.05%,26.52%), 23% and 5.43% of the participants reported having desirable, moderately desirable, very desirable and undesirable perceptions of the operating theater learning environment, respectively, from highest to lowest. Preoperative discussion (AOR = 4.98 CI = 1.3–18.8), lack of teaching facilities (AOR = 0.16 CI = 0.03–0.75), noise from played music (AOR = 0.22 CI = 0.07–0.63), absence of tutors (AOR = 0.03 CI = 0.01–0.22), respect for students (AOR = 3.44 CI = 1.6–7.2), roll modeling for students (AOR = 3.23 CI = 1.5–6.8) and strict supervision of students (AOR = 0.24 CI = 0.07–0.88) were significantly associated with perceptions of the operation theater learning environment, with 95% CIs. Conclusion No study participant agreed that the operation theater learning environment in operation theatres was very undesirable. A lack of teaching facilities at the OR, a lack of tutors from the OR, noise from played music in the OR, a tutor respecting their student, a tutor role model for their student, a preoperative discussion with a tutor and strict supervision of the student are strongly associated with the operation theatre learning environment.

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Section: Discussionsupporting

confidence: 83%