Swain Cara, Silén Charlotte, Karlgren Klas
Department of LIME, Karolinska Institute, SE.
Academic Department of Military Surgery & Trauma, Royal Centre for Defence Medicine, UK.
Perspect Med Educ. 2025 Apr 23;14(1):181-193. doi: 10.5334/pme.1762. eCollection 2025.
Surgical simulation training substituting a live animal for a human patient is a continuing practice. Despite clear ethical controversy, many perceive this type of simulation to be 'high fidelity' and therefore valuable. This study employs a sociomaterial perspective to explore how use of a live animal mediates learning activity and behaviour during a trauma surgical simulation course.
This international, focused ethnography generated data through observation of surgical simulation courses in six different countries. A narrative analysis was conducted using instrument-mediated learning theory as a lens for interpretation.
The key finding is the dual and fluid existence of a live animal as an instrument for learning, variably perceived as a simulator tool for training and as a patient that must be saved. When framed as a tool, surgical knowledge and skills are practiced with learning acquired via epistemic and pragmatic mediation. Performing a thoracotomy denotes a critical moment; procedural unfamiliarity, evident haemorrhage and inherent risk of a deadly outcome contribute to uncertainty and clinical complexity. Learners are hence more likely to frame the animal as a patient. This experience has psychological fidelity, feeling more authentic as actions have consequences. Risk of failure to sustain the life of the animal mediates reflexive learning, teaching the learners about themselves and their abilities.
Live animal simulation training mediates surgical learning differently, dependent on whether the animal is framed as an instrument or as a patient. The animal's ability to bleed and exsanguinate to death creates risk and uncertainty as learners perform complex skills under pressure of significant consequence. Authenticity could be amplified if the animal is framed as a patient throughout the simulated learning event.
用活体动物替代人类患者进行手术模拟训练是一种持续存在的做法。尽管存在明显的伦理争议,但许多人认为这种模拟是“高保真”的,因此具有价值。本研究采用社会物质视角,探讨在创伤外科模拟课程中使用活体动物如何调节学习活动和行为。
这项国际性的聚焦民族志研究通过观察六个不同国家的手术模拟课程来收集数据。使用工具介导学习理论作为解释视角进行叙事分析。
关键发现是活体动物作为学习工具具有双重且灵活的存在形式,它既被视为训练的模拟工具,又被视为必须挽救的患者。当被视为工具时,通过认知和实践中介获得的学习来练习手术知识和技能。进行开胸手术是一个关键时刻;操作不熟悉、明显出血以及致命后果的固有风险导致不确定性和临床复杂性。因此,学习者更有可能将动物视为患者。这种体验具有心理保真度,因为行动会产生后果,所以感觉更真实。未能维持动物生命的风险会调节反思性学习,让学习者了解自己及其能力。
活体动物模拟训练以不同方式调节手术学习,这取决于动物被视为工具还是患者。在学习者在重大后果的压力下执行复杂技能时,动物出血和失血致死的能力会带来风险和不确定性。如果在整个模拟学习过程中将动物视为患者,真实性可能会增强。