Lyon5
|
2003 |
Australia |
Medical students and surgeons |
Mixed Methods
- Group interviews (medical students)
- In-depth semi-structured interviews (students, n=15 and surgeons, n=10)
- Questionnaire (n=197, response
- rate 87%)
|
Learning goals unclear for medical students |
Fear in strange environment may hamper learning |
Embarrassment / fear of looking foolish experienced by students
Time versus educational benefit of theatre
|
attendance questioned by students |
Ravindra33
|
2013 |
UK |
Recently qualified medical school graduates |
Questionnaire (n=209, 67% response rate) |
Learning goals unclear for medical students |
Victimisation and humiliation experienced by students |
Students desire active participation / to ‘scrub in’ |
Time versus educational benefit of theatre attendance questioned by students |
Zundel11
|
2015 |
Germany |
Medical students from year three upwards
Surgeons
|
Series of focus groups (medical students, n=17 and surgeons, n=10) |
Common themes identified included:
Learning goals unclear for medical students
Teaching strategy of faculty influences learning
Fear in a strange environment may hamper learning
|
Fernando13
|
2007 |
Scotland |
Final year medical students |
Questionnaire (medical students, n=54 response rate 90%) |
Learning goals unclear for medical students |
Feeling welcome important to students |
Fernando12
|
2007 |
Scotland |
Final year medical students
Consultant trainers
|
Questionnaire (medical students, n=46 100% response rate; consultants, n=42 46% response rate) |
Learning goals unclear / discordant |
Lack of visualisation an issue for students |
Irani14
|
2010 |
US |
Medical students and faculty |
Mixed – field observations and satisfaction ratings. Assessing amount and type of teaching in the operating theatre, relative to curriculum goals. Student n=11. |
Learning goals unclear / discordant |
Students may not require active |
participation to have a positive experience |
O’Neill15
|
2017 |
US |
Third-year medical students, attending surgeons, surgical residents |
Questionnaire answered by 57 total participants: Medical students, n= 25 (43.8% response rate) of those who have completed their third-year surgical clerkship, n= 14 (24.6% response rate) of those who have not completed their third-year surgical clerkship, attending surgeons, n=9 (15.8% response rate), surgical residents, n = 9 (15.8% response rate) |
Learning goals unclear / discordant |
Feeling burdensome an issue for students |
Hampton4
|
2011 |
US |
Fourth-year medical students on Obstetrics & Gynecology clerkship and faculty |
Focus groups (two focus groups including 13 medical students, one focus group including five faculty members) |
Learning goals more aligned students/ faculty in this study |
Practical learning a relevant goal in view of some faculty |
Welcomeness / integration into team recognised as important by faculty |
Flannery16
|
2014 |
Northern Ireland |
Third-year medical students completing a neurosurgery placement |
Questionnaire (n=22, 8% response rate of all students, however not all were eligible as had not attended neurosurgery theatre) |
Preparedness of students important |
Learning goals (can be) unclear (or lack a degree of clarity) for students |
Teaching strategy/style of faculty influences learning |
Lee17
|
2005 |
Scotland |
Fourth-year medical students following ENT placement |
Questionnaire (n=152, response rate 100%) |
Learning goals sometimes unclear / discordant / not achieved |
Lack of visualisation an issue for students objectives |
Hampton18
|
2014 |
US |
Medical students on Obstetrics & Gynaecology clerkships |
Pre and post intervention questionnaire (n=68 completed post-clerkship and n=27 completed at six months post-clerkship, of a group of 70) |
The benefit of clearly stipulated learning objectives |
Positive opinion of faculty teaching correlated with high satisfaction overall |
Hubbell19
|
1996 |
US |
Medical students |
Questionnaire, medical student n=48 (98% response rate) |
The benefit of setting clear learning objectives |
Teaching strategies - the role of visual reinforcement |
Callcut21
|
2004 |
US |
Surgical faculty and medical students |
70+/- 7 student evaluations of 74 academic surgeons |
Teaching strategy/style of faculty influences learning |
Bowrey7
|
2014 |
UK |
Third and fourth-year medical students on a perioperative care placement |
Semi-structured interviews (n=9 of 83 invited students) |
Fear in a strange environment may hamper learning |
Intimidation experienced by students |
Feeling welcome, team integration important to students |
Morzycki24
|
2016 |
Canada |
Medical students of all years |
Questionnaire (n=180, response rate 40%) |
Fear in a strange environment may hamper learning |
Intimidation experienced by students |
Teaching strategies – the benefit of preparatory course |
Chapman25
|
2013 |
UK |
Medical students of all years |
Questionnaire (n=292, response rate 20.8%) |
Feeling welcome, team integration important to students |
Active participation important to students |
Stone23
|
2015 |
Canada |
Final year medical students and recent graduates |
Questionnaire (n=72, response rate 21%) |
Fear in a strange environment may hamper learning |
Intimidation experienced by students |
Teaching strategies – the benefit of preparatory course anticipated by students |
Miandoab26
|
2016 |
Iran |
Medical students in semester 4 and semester 8 |
Questionnaire (n=62) |
Feeling welcome, team integration important to students |
Lyon27
|
2004 |
Australia |
Final year medical students |
Mixed Methods
- Group interviews (medical students)
- In-depth semi-structured interviews (students, n=15 and surgeons, n=10) - Questionnaire (n = 197, response rate 83%)
|
Humiliation |
Feeling welcome, team integration important to students |
Active participation important to students |
Teaching strategy/style of faculty influences learning |
Thomas28
|
2006 |
UK |
Final year medical student |
Personal reflection |
Humiliation |
Teaching strategies: benefit of a preparatory (simulated operating theatre) course |
Pettitt29
|
2004 |
US |
Third-year medical students |
Questionnaire (n = 84, response rate 83%) |
Fear in a strange environment may hamper learning |
Mistreatment experienced by students |
Coveney32
|
2013 |
Ireland |
Third and fourth-year medical students |
Free recall experimental model, assessing recall in two different learning environments |
The learning of medical students as assessed by the short-term recall can be preserved in a variety of environments |
Knight34
|
2017 |
UK |
Penultimate year medical students who had just completed their neurosurgical placement |
Questionnaire (n =201, response rate 81.4%) |
Feeling welcome, team integration important to students |
Students perceive theatre exposure as useful |
Cloyd35
|
2008 |
US |
First-year medical students involved in a ‘Surgical Skills Elective.’ |
Implementation of Surgical Skills elective followed by questionnaire (n=55 questionnaire responses from 30 students, response rate 88.7%) |
Feeling welcome, team integration important to students
Feeling burdensome common amongst medical students
Teaching strategies – the benefit of a surgical skills workshop
|
Active participation important to students |
Hong38
|
1996 |
Canada |
Fourth-year medical students on surgical clerkship |
Implementation of computer-based tutorials on human anatomy before theatre attendance. Evaluated by questionnaire (n= eight medical students and an additional questionnaire completed by faculty also) |
The benefit of setting clear learning objectives |
Teaching strategies – the benefit of a preparatory anatomy course |
Patel39
|
2013 |
US |
First and second-year medical students |
Medical students enrolled in an introductory workshop ‘Surgical Saturday’ and completed pre and post-workshop questionnaires (n=33) |
Students lack confidence regarding operating theatre etiquette and behaviour |
Teaching strategies – the benefit of a preparatory workshop |
Patel40
|
2012 |
UK |
First-year medical students |
Intervention - students were randomized into four groups for operating theatre preparation: control, didactic lecture, ‘second life,’ and simulated operating suite. Participants completed a pre and post intervention questionnaire. N=60 |
Teaching strategies – the benefit of a preparatory workshop |
Martin41
|
2012 |
UK |
Medical students |
A workshop for medical students was designed based on responses of medical students (n=36) and consultant surgeons (n=8) to a questionnaire. A workshop was then delivered to 147 medical students and feedback collected by questionnaire. |
Teaching strategies – the benefit of a preparatory workshop |
Students lack confidence in the operating theatre environment |
Drolet42
|
2014 |
US |
Pre-clinical medical students |
Implementation of a preclinical elective in surgery, using a paired resident-mentorship model. Student exposure and confidence with clinical activities evaluated by questionnaire before and after the elective (N = 24, 100% response rate). |
Teaching strategies – the benefit of a preparatory course |
Students lack confidence in the operating theatre environment |
Shipper43
|
2018 |
US |
Pre-clinical medical students |
Implementation of a technical and nontechnical skills curriculum, evaluated by semi-structured interviews of students (n=8) and instructors (n=5). |
Teaching strategies – the benefit of a preparatory course |
Fear in a strange environment may hamper learning |
Intimidation experienced by students |
Broderick44
|
2002 |
US |
Variety of theatre staff |
The trial of an endoscopic video camera and telescope attached to an operating table, with common objects placed on the operating table in mock surgical fields. Persons (n=11) from a variety of medical backgrounds evaluated the images on the adequacy of visualization. |
Lack of visualisation an issue for students |
Berman45
|
2008 |
US |
Third-year medical students |
Questionnaire (n=116, response rate 89%) following a surgical clerkship, during which a structured mentorship programme was in place. |
Teaching strategies – the benefit of a preparatory course |
Active participation important to students |
Teaching strategy of faculty influences learning |
Schwind46
|
2004 |
US |
Medical students |
Questionnaire (completed for 114 learning episodes in the operating room) |
Active participation – may not be important to students |
Teaching strategy of faculty influences learning |
Time versus educational benefit of theatre attendance questioned by students |
Stark47
|
2003 |
UK |
Fourth-year medical students and consultant clinical teachers |
Focus groups of medical students (n=20 total) and semi-structured interviews of consultants (n=13) |
Teaching strategy of faculty influences learning |
Time versus educational benefit of theatre attendance questioned by students |
McIntyre50
|
2008 |
US |
Third-year medical students on surgical clerkship |
The pilot of teleconferencing sessions (live broadcasting of procedures to a classroom setting where students were based along with a faculty member). Observation performed of students (by educators) in operating theatre and the teleconference setting (n=23 observations) and questionnaires completed by students (n=78)
|
Teaching strategies – the benefit of a novel approach to intra-operative teaching |
Teaching strategy of faculty influences learning |
Time versus educational benefit of theatre attendance questioned by students |
Jensen20
|
2018 |
Denmark |
4th-year medical students enrolled in an undergraduate surgical introduction initiative involving assisting in the operating room with a surgical mentor (senior surgeon) |
Ethnographic observation
(n=7 students, 70 hours of observation)
|
Learning goals – hidden curriculum exists |
Students may lack confidence in the operating theatre environment |
Teaching strategies – the benefit of a novel approach to intra-operative teaching |
Teaching strategy of faculty influences learning |