Disparity of perspectives between teachers and learners on perioperative teaching and learning

BMC Medical Education

Chung-Sheng Lai¹  Yu-Tang Chang¹  Peih-Ying Lu² 

[1] Department of Surgery, Kaohsiung Medical University Hospital;School of Medicine, College of Medicine, Kaohsiung Medical University;

关键词: Perioperative teaching and learning;    Operating room;    Perspectives;    Learning objectives;    Working hours;   

DOI  :  10.1186/s12909-020-02172-8

来源: DOAJ

【 摘 要 】

Abstract Background To build a consensus about learning objectives in the operating room, the aim of the study was to evaluate both surgical teacher and learner perspectives on perioperative teaching and learning in Taiwan. Methods Twelve main technical and non-technical learning objectives in the operating room were evaluated by learners and surgical teachers in Kaohsiung Medical University Hospital. The learners included postgraduate year (PGY) 1–3 residents (junior learner, JL) and PGY 4–7 residents (senior learner, SL). The definition of learning preferences were recommended learning objectives, and learning load was defined as demands of learning preferences. During the survey, surgical teachers evaluated the learning preferences for the learner, and learners evaluated their learning preferences. The learners also evaluated the learning preferences that the surgical teachers should teach. Results Response rate of the questionnaire was 65.4%. A total of 31 learners and 39 surgical teachers completed the survey. The consensus was that the need to increase the learning loads and ethical issues were the learning preferences for SL, and indications, details of procedure, and teamwork were important to both JL and SL. The teachers intended to set specific learning objectives for different learner levels, including (i) indications, details of procedure, teamwork, and postoperative care for both JL and SL; (ii) preoperative preparation, surgical anatomy, and instrument handling for JL (P = 0.022, 0.021 and 0.006); and (iii) surgical technique, independent practice, clinical reasoning, complications, and ethical issues for SL (P = 0.010, < 0.001, < 0.001, 0.001, 0.011). Resident perspective on learning objectives differed between JL and SL, and there was discrepancy between resident’s learning as perceived by teachers, particularly in the JL. Conclusions Our study revealed significant disparity of perspectives between teachers and learners on perioperative teaching and learning. Surgical teachers should set specific learning objectives for different learner levels, since junior and senior residents have different learning preferences even though both scrub in the same case. Effective communication between teachers and learners has the potential to improve learning experience and create a positive environment in the operating room.

【 授权许可】

Unknown