Adam T Hexter1, Christopher O'Dowd-Booth2, Alistair Hunter3. 1. a Orthopaedic Specialist Registrar and NIHR Academic Clinical Fellow, Institute of Orthopaedics and Musculoskeletal Science, Division of Surgery & Interventional Science , University College London , London , UK. 2. b Orthopaedic Specialist Registrar University College Hospital , London , UK. 3. c Consultant Orthopaedic Surgeon University College Hospital , London , UK.
Abstract
Introduction: The operating room (OR) is a dynamic, high-pressure clinical setting that offers a unique workplace-based learning environment for students. We undertook a narrative synthesis of the literature to identify factors that influence medical student learning in the OR, and we recommend educational strategies that maximize "theater-based learning". Methods: Key words were searched across three databases PubMed, EMBASE and ERIC (Education Resource Information Center). Eligible studies included original articles published after 1997 presenting empirical research on factors that influence medical students learning in the OR. Methodological quality was measured using the Newcastle-Ottawa Score for education. Results: We identified 764 studies on the topic of student learning in the OR, of which 16 studies fulfilled inclusion criteria. The quality assessments demonstrated a mean value of 2.1 out of a maximum of 6. Conclusions: We identified five key domains that influence student learning in the OR: emotional factors, socio-environmental factors, organizational factors, factors related to educational relevance and factors related to the educator. Educational strategies to enhance theater-based learning include: an induction and physical orientation, clear learning objectives, educator feedback, and simulation.
Introduction: The operating room (OR) is a dynamic, high-pressure clinical setting that offers a unique workplace-based learning environment for students. We undertook a narrative synthesis of the literature to identify factors that influence medical student learning in the OR, and we recommend educational strategies that maximize "theater-based learning". Methods: Key words were searched across three databases PubMed, EMBASE and ERIC (Education Resource Information Center). Eligible studies included original articles published after 1997 presenting empirical research on factors that influence medical students learning in the OR. Methodological quality was measured using the Newcastle-Ottawa Score for education. Results: We identified 764 studies on the topic of student learning in the OR, of which 16 studies fulfilled inclusion criteria. The quality assessments demonstrated a mean value of 2.1 out of a maximum of 6. Conclusions: We identified five key domains that influence student learning in the OR: emotional factors, socio-environmental factors, organizational factors, factors related to educational relevance and factors related to the educator. Educational strategies to enhance theater-based learning include: an induction and physical orientation, clear learning objectives, educator feedback, and simulation.
Authors: Claire Masson; Gabriel Birgand; Nico Tom Mutters; Caroline Landelle; Enrique Castro-Sánchez; Vanessa Maria Eichel; Alexa Comte; Hugo Terrisse; Brice Rubens-Duval; Pierre Gillois; Pierre Albaladejo; Julien Picard; Jean Luc Bosson Journal: BMJ Open Date: 2020-06-21 Impact factor: 2.692