Lyon Patricia M A
Department of Surgery, Edward Ford Building A27, University of Sydney, New South Wales 2006, Australia.
Med Educ. 2003 Aug;37(8):680-8. doi: 10.1046/j.1365-2923.2003.01583.x.
Students in medical programmes around the world are required to attend with their patient in the operating theatre, yet little is known about this area of medical education. Most of the published literature on the operating theatre is normative in character, written from the perspective of the surgeon as teacher. This paper, in contrast, reports the student's perspective as learner. It is an interpretive case study conducted in the department of surgery at an Australian university.
Research approaches were combined in a multi-method strategy which included in-depth interviews with students and surgeons, observations in operating theatres, group interviews and a student survey. The aim was to understand the student's experience of the theatre as a learning environment, with a view to improving teaching and learning in this setting.
The operating theatre is a challenging place in which to learn. The challenges are conceptualized in this paper around three key domains: the challenge posed by the physical environment and the emotional impact of surgery as work; the challenge of the educational task, and the challenge of managing the social relations of work in the operating theatre.
Students who report finding the operating theatre a useful experience are those who adopt active strategies to successfully manage their learning across the three domains. The paper describes curricular initiatives that have been introduced in a department of surgery to help more students make the most of their learning in theatres, and goes on to discuss the wider implications of the findings for surgical education beyond this case study.
世界各地医学专业的学生都需要陪同患者进入手术室，但对于医学教育的这一领域却知之甚少。大多数已发表的关于手术室的文献都是规范性的，是从作为教师的外科医生的角度撰写的。相比之下，本文报告了学生作为学习者的观点。这是一项在澳大利亚一所大学的外科进行的诠释性案例研究。
研究方法采用多方法策略相结合，包括对学生和外科医生进行深入访谈、在手术室进行观察、小组访谈以及学生调查。目的是了解学生在手术室作为学习环境的体验，以期改善该环境中的教学与学习。
手术室是一个具有挑战性的学习场所。本文围绕三个关键领域对这些挑战进行了概念化：物理环境带来的挑战以及手术工作的情感影响；教育任务的挑战，以及管理手术室工作社会关系的挑战。
那些称在手术室获得有益体验的学生是那些采取积极策略在这三个领域成功管理自身学习的学生。本文描述了一所外科引入的课程举措，以帮助更多学生充分利用他们在手术室的学习，并进而讨论了这些发现对本案例研究之外的外科教育的更广泛影响。
