Ticket to perform: an explorative study of trainees’ engagement in and transfer of surgical training

BMC Medical Education

Research

Gunter De Win¹  Mette Krogh Christensen²  Sigurd Beier Sloth³  Rune Dall Jensen⁴  Mikkel Seyer-Hansen⁵ 

[1] Antwerp Surgical Training, Anatomy and Research Center (ASTARC), Faculty of Medicine and Health Sciences, University of Antwerp, Universiteitsplein 1, 2610, Wilrijk, Belgium;Department of Urology, University Hospital Antwerp, Drie Eikenstraat 655, 2650, Edegem, Belgium;Centre for Educational Development, Aarhus University, Trøjborgvej 82-84, 8200, Aarhus, Denmark;Centre for Educational Development, Aarhus University, Trøjborgvej 82-84, 8200, Aarhus, Denmark;Department of Clinical Medicine, Aarhus University, Palle Juul-Jensens Boulevard 11, 8200, Aarhus, Denmark;Department of Clinical Medicine, Aarhus University, Palle Juul-Jensens Boulevard 11, 8200, Aarhus, Denmark;Corporate HR, MidtSim, Central Denmark Region, Palle Juul-Jensens Boulevard 82, 8200, Aarhus, Denmark;Department of Clinical Medicine, Aarhus University, Palle Juul-Jensens Boulevard 11, 8200, Aarhus, Denmark;Department of Gynaecology and Obstetrics, Aarhus University Hospital, Palle Juul-Jensens Boulevard 99, 8200, Aarhus, Denmark;

关键词: Surgical training;    Simulation;    Transfer of training;    Self-regulated learning;    Laparoscopy;   

DOI  :  10.1186/s12909-023-04048-z

 received in 2022-09-24, accepted in 2023-01-20,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundResearch suggests that simulation-based surgical skills training translates into improved operating room performance. Previous studies have predominantly focused on training methods and design and subsequent assessable performances and outcomes in the operating room, which only covers some aspects of training engagement and transfer of training. The purpose of this qualitative study was to contribute to the existing body of literature by exploring characteristics of first-year trainees’ engagement in and perceptions of transfer of surgical skills training.MethodsWe conducted an explorative study based on individual interviews with first-year trainees in General Surgery, Urology, and Gynaecology and Obstetrics who participated in a laparoscopic skills training program. Informants were interviewed during and two months after the training program. A thematic cross-case analysis was conducted using systematic text condensation.ResultsWe interviewed 12 informants, which produced 24 transcripts for analysis. We identified four main themes: (1) sportification of training, (2) modes of orientation, (3) transferrable skills, and (4) transfer opportunities. Informants described their surgical training using sports analogies of competition, timing, and step-by-step approaches. Visual orientations, kinaesthetic experiences, and elicited dialogues characterised training processes and engagement. These characteristics were identified in both the simulated and the clinical environment. Experiences of specific skills transfer included ambidexterity, coordination, instrument handling, and visuospatial ability. General transfer experiences were salient in informants’ altered training approaches. Informants considered the simulation-based training an entry ticket to perform in the operating room and mentioned supervisor-trainee relationships and opportunities in the workplace as critical conditions of transfer.ConclusionsOur findings elucidate characteristics of surgical training engagement that can be interpreted as self-regulated learning processes that transcend surgical training environments. Despite appreciating the immediate skills improvements resulting from training, trainees’ narratives reflected a struggle to transfer their training to the clinical setting. Tensions existed between perceptions of transferable skills and experiences of transfer within the clinical work environments. These results resonate with research emphasising the importance of the work environment in the transfer process. Our findings provide insights that may inform the development of training programs that support self-regulated learning and transfer of training from the simulated to the clinical environment.

【 授权许可】

CC BY   
© The Author(s) 2023