Beliefs and Values about Intra-Operative Teaching and Learning: A Case Study of Surgical Teachers and Trainees

Autor/inn/en	Ong, Caroline C.; Dodds, Agnes; Nestel, Debra
Titel	Beliefs and Values about Intra-Operative Teaching and Learning: A Case Study of Surgical Teachers and Trainees
Quelle	In: Advances in Health Sciences Education, 21 (2016) 3, S.587-607 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-015-9654-5
Schlagwörter	Beliefs; Values; Surgery; Case Studies; Allied Health Personnel; Allied Health Occupations; Allied Health Occupations Education; Trainees; Patients; Models; Apprenticeships; Qualitative Research; Participant Observation; Interviews; Thematic Approach; Teamwork; Modeling (Psychology); Scaffolding (Teaching Technique); Coaching (Performance); Feedback (Response); Teaching Methods; Graduate Medical Education; Medical School Faculty + Suchen Sie Ihr Suchwort? Belief; Glaube; Wertbegriff; Chirurgie; Case study; Fallstudie; Case Study; Gesundheitsberuf; Auszubildender; Weibliche Auszubildende; Patient; Analogiemodell; Apprenticeship; Lehre; Qualitative Forschung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Themenzentrierter Unterricht; Modeling; Modelling; Modellierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Surgeons require advanced psychomotor skills, critical decision-making and teamwork skills. Much of surgical skills training involve progressive trainee participation in supervised operations where case variability, operating team interaction and environment affect learning, while surgical teachers face the key challenge of ensuring patient safety. Using a theoretical framework of "situated learning" including "cognitive apprenticeship," we explored teachers' and trainees' beliefs and values about intra-operative training and reasons for any differences. A qualitative case study method was used where five teacher-trainee pairs participating in an observed teaching operation were separately interviewed about the same operation. Thematic analysis of transcribed interviews and observations was performed with iterative refinement and a reflexive approach was adopted throughout the study. We found that in all cases, teachers and trainees had shared recognition of learning about technical skills whereas they differed in three cases regarding non-technical skills such as surgical reasoning and team management. Factors contributing to teacher and trainee satisfaction with the process were successful trainee completion of operation without need for surgeon take-over, a positive learning environment and learning new things. Teaching--learning behaviours observed and discussed were modeling, coaching and scaffolding, while exploration, reflection and articulation were less common. Our study reveals differing teacher and trainee perspectives of some aspects of intra-operative training and surfaces new reasons other than amount of feedback and autonomy given. Factors contributing to different perspectives include teacher and trainee abilities, values and situational influences. Targeted teaching--learning strategies could enhance intra-operative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01