Centre for Health Sciences Education, Faculty of Health, Aarhus University, Aarhus, Denmark.
Department of Obstetrics and Gynaecology, Aarhus University Hospital, Aarhus, Demark.
Med Educ. 2018 Aug;52(8):861-876. doi: 10.1111/medu.13619.
A key concern for surgical educators is to prepare students to perform in the operating room while ensuring patient safety. Recent years have seen a renewed discussion of medical education through practice theoretical and sociomaterial lenses. These lenses are introduced to understand and prepare the learner to perform in the given context. This paper takes its point of departure from practice theory by introducing a lens through which to understand learning environments in surgery.
Using a multi-site ethnographic and practice-based design, this study investigates how aspiring surgical students are stirred into surgical practices and learn to engage as surgeons. During 70 hours of observations of medical students' participation in the operating room, we analysed how the phenomenon of surgical learning can be perceived as instances of transformation in and among social practices.
By applying an analytical perspective, this article highlights the use of practice theory in surgical education, which can help to establish a firmer understanding of the learning environment and thereby help educators to improve curricula and prepare students more effectively to enter surgical training.
The use of a practice theory adds the perspective that the education of surgeons needs to take the sayings, doings and relatings that constitute a surgical practice into account when preparing students to perform in their future workplace. In this way, surgical training can be perceived as a process of being stirred into practice. This means that one learns by participating in the practice of providing high-quality care, where the aim is to teach students to be surgeons instead of teaching them to perform surgery.
外科教育者的一个关键关注点是在确保患者安全的同时，让学生为在手术室中的表现做好准备。近年来，通过实践理论和社会物质理论的视角，重新讨论了医学教育。这些视角被引入是为了理解和培养学习者在特定环境中的表现。本文以实践理论为出发点，引入了一个理解外科学习环境的视角。
本研究采用多地点民族志和实践基础的设计，通过观察医学生在手术室中的参与情况，调查了有抱负的外科学生是如何被引入外科实践并学会作为外科医生参与的。我们分析了如何将外科学习的现象视为社会实践中的转化实例。
通过应用分析视角，本文强调了在外科教育中使用实践理论，这有助于更牢固地理解学习环境，从而帮助教育者改进课程，并更有效地帮助学生为进入外科培训做好准备。
使用实践理论的观点认为，外科医生的教育需要考虑构成外科实践的言语、行为和关系，为学生在未来的工作场所做好表现的准备。通过这种方式，外科培训可以被视为一种被引入实践的过程。这意味着，学习者通过参与提供高质量护理的实践来学习，其目的是教导学生成为外科医生，而不是教他们进行手术。
