Sprenger Thilo, Beucher Felix, Reichert Martin, Amati Anca-Laura, Tuffs Christopher, Schneider Martin, Kauffels Anne
Justus-Liebig-University, Giessen, Germany; Department of General, Visceral, Thoracic and Transplantation Surgery, University Hospital Giessen, Germany.
Justus-Liebig-University, Giessen, Germany; Department of General, Visceral, Thoracic and Transplantation Surgery, University Hospital Giessen, Germany.
J Surg Educ. 2025 Apr;82(4):103436. doi: 10.1016/j.jsurg.2025.103436. Epub 2025 Jan 23.
The influence of students' positioning within the theatre on their learning progress is unknown. The present study aimed to investigate whether position of undergraduate medical students in the operating theatre-at the operating table or behind surgical drapes-influences their learning.
We conducted a single-blind prospective randomized study with 2 parallel arms. Undergraduate medical students allocated to the operating theatre in the course of the regular surgical curriculum were invited to participate. Participants were randomly assigned to either a position at the operating table, or behind surgical drapes during a visit to the operating theatre. After surgery, the students prepared sketches of essential procedural steps, which were evaluated by 3 independent surgeons using a predefined scoring system in a blinded fashion. Additionally, students were asked to answer a questionnaire for comparative self-assessment of pre- and postvisit knowledge concerning 4 aspects: routines within the theatre, sterile behaviour, essential procedural steps of the surgery and insight into the work of a surgical resident.
In total, 84 sketches and questionnaires (= 42 surgeries) were evaluated. Sketches prepared by the group positioned at the operating table reached significantly higher scores with regard to the essential procedural steps of the surgery (p = 0.012). Comparative self-assessment revealed a significant learning progress, with no significant difference between the groups.
Visiting the operating theatre significantly improved undergraduate medical students' understanding of procedural steps and theatre-specific routines regardless of the position within the theatre. However, specific knowledge of surgical procedures is significantly was enhanced when students are positioned at the operating table rather than behind the surgical drapes. Appropriate structures, enabling involvement of students directly at the operating table, should be enforced in hospitals partaking in undergraduate surgical education.
学生在手术室中的位置对其学习进度的影响尚不清楚。本研究旨在调查本科医学生在手术室中的位置（手术台旁或手术单后）是否会影响他们的学习。
设计、地点和参与者：我们进行了一项双平行组单盲前瞻性随机研究。邀请了在常规外科课程中被分配到手术室的本科医学生参与。参与者在参观手术室时被随机分配到手术台旁或手术单后。手术后，学生们绘制了基本手术步骤的草图，由3名独立的外科医生使用预定义的评分系统进行盲法评估。此外，还要求学生回答一份问卷，以对参观前后关于四个方面的知识进行比较自我评估：手术室内的常规操作、无菌操作行为、手术的基本步骤以及对外科住院医师工作的了解。
总共评估了84份草图和问卷（=42台手术）。手术台旁组绘制的草图在手术基本步骤方面得分显著更高（p=0.012）。比较自我评估显示有显著的学习进展，两组之间无显著差异。
参观手术室显著提高了本科医学生对手术步骤和手术室特定常规操作的理解，无论其在手术室内的位置如何。然而，当学生位于手术台旁而不是手术单后时，手术程序的具体知识显著增强。参与本科外科教育的医院应建立适当的架构，使学生能够直接参与手术台操作。
