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Twelve tips for optimising learning for postgraduate doctors in the operating theatre

Chatterton, Benjamin D.; Sharma, Nikhil; Rees, Eliot L.; Hadfield-Law, Lisa; Jermin, Paul J.; Banerjee, Robin; Kiely, Nigel T.

Authors

Benjamin D. Chatterton

Nikhil Sharma

Eliot L. Rees

Lisa Hadfield-Law

Paul J. Jermin

Robin Banerjee

Nigel T. Kiely



Abstract

Learning in the operating theatre forms a critical part of postgraduate medical education. Postgraduate doctors present a diverse cohort of learners with a wide range of learning needs that will vary by their level of experience and curriculum requirements. With evidence of both trainee dissatisfaction with the theatre learning experience and reduced time spent in the operating theatre, which has been exacerbated by the effects of the Covid-19 pandemic, it is vital that every visit to the operating theatre is used as a learning opportunity. We have devised 12 tips aimed at both learners and surgeons to optimise learning in the operating theatre, set out into four domains: educational context, preparation, learning in theatre, feedback and reflection. These tips have been created by a process of literature review and acknowledgment of established learning theory, with further discussion amongst surgical trainees, senior surgical faculty, surgical educators and medical education faculty.

Journal Article Type Article
Acceptance Date Apr 27, 2023
Online Publication Date Apr 27, 2023
Publication Date Sep 2, 2023
Deposit Date Jun 1, 2023
Journal Medical Teacher
Print ISSN 0142-159X
Electronic ISSN 1466-187X
Publisher Taylor and Francis
Peer Reviewed Peer Reviewed
Volume 45
Issue 9
Pages 972-977
DOI https://doi.org/10.1080/0142159x.2023.2206536
Keywords Education, General Medicine
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=imte20; Published: 2023-04-27