How can we prepare medical students for theatre-based learning?

Area of Science:

• Medical Education
• Surgical Training
• Operating Theatre Protocols

Background:

• Operating theatre-based teaching quality for medical undergraduates is inconsistent.
• Preparation is key for effective theatre-based learning.
• Defining core skills and objectives can enhance preparation.

Purpose of the Study:

• To identify and agree on essential skills, competences, and teaching methods for operating theatre-based medical education.
• To compare perceptions of consultant surgeons and medical students regarding these aspects.

Main Methods:

• A cross-sectional survey using a forced-choice questionnaire was administered to consultant surgeons and medical students.
• The questionnaire assessed 16 skills/competences (essential, desirable, not appropriate) and 6 teaching methods (rated on effectiveness).
• Data analysis involved Mann-Whitney and Kruskal-Wallis tests.

Main Results:

• 42 surgeons and 46 students completed the survey.
• Key 'essential' skills included theatre etiquette, scrubbing, sterile procedures, risk awareness, and peri-operative monitoring.
• Significant differences emerged between student and consultant perceptions on 5 items, with students prioritizing more practical skills.

Conclusions:

• Consensus exists between surgeons and students on many crucial learning points for operating theatre teaching.
• Students, particularly those on surgical attachments, demonstrate higher expectations for practical skill acquisition and risk awareness compared to their educators.