Maximizing Learning in the Operating Room: Residents' Perspectives.

Area of Science:

• Medical Education
• Surgical Training
• Qualitative Research

Background:

• Limited research exists on how surgical residents can proactively optimize their operating room (OR) educational experiences.
• This study addresses the need to understand residents' perspectives on maximizing learning within the OR setting.

Purpose of the Study:

• To explore residents' perceptions of strategies for maximizing their education during surgical procedures.
• To identify key factors that contribute to an optimal learning environment in the OR from the learner's viewpoint.

Main Methods:

• Constructivist grounded theory methodology was employed, utilizing focus groups with general surgery residents (PGY1-5) and semi-structured interviews with attending surgeons.
• Constant comparison and theoretical sampling were used to ensure comprehensive theme identification and data saturation.

Main Results:

• Two distinct phases of OR learning were identified: intra-operative and inter-operative.
• Key elements for optimized learning included resident control, embracing challenges ('struggling'), and self-reflection.
• Residents who engaged in self-reflection and communicated their insights to attendings perceived the OR as an ideal learning environment, a sentiment echoed by attendings.

Conclusions:

• Self-regulated learning, characterized by reflection and open communication with attendings, is crucial for residents to enhance their OR learning.
• Residents employing these strategies progress more rapidly towards independent operating.
• A generalizable framework for self-regulated learning in operative settings could significantly improve surgical resident education and expedite their progression.