دورية أكاديمية
أعرض في EDS

Gynaecological surgical training in the operating room: an exploratory study.

التفاصيل البيبلوغرافية
العنوان: Gynaecological surgical training in the operating room: an exploratory study.
المؤلفون: van der Houwen C; Tjongerschans Hospital Heerenveen, Thialfweg 44, 8441 PW Heerenveen, The Netherlands. clasienvdhouwen@planet.nl, Boor K, Essed GG, Boendermaker PM, Scherpbier AA, Scheele F
المصدر: European journal of obstetrics, gynecology, and reproductive biology [Eur J Obstet Gynecol Reprod Biol] 2011 Jan; Vol. 154 (1), pp. 90-5. Date of Electronic Publication: 2010 Oct 15.
نوع المنشور: Journal Article
اللغة: English
بيانات الدورية: Publisher: Elsevier Scientific Publishers Country of Publication: Ireland NLM ID: 0375672 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1872-7654 (Electronic) Linking ISSN: 03012115 NLM ISO Abbreviation: Eur J Obstet Gynecol Reprod Biol Subsets: MEDLINE
أسماء مطبوعة: Publication: Limerick : Elsevier Scientific Publishers
Original Publication: Amsterdam, Excerpta Medica.
مواضيع طبية MeSH: Operating Rooms*, Gynecologic Surgical Procedures/*education , Gynecology/*education , Teaching/*methods, Clinical Competence ; Education, Medical, Graduate ; Female ; Focus Groups ; Humans ; Interpersonal Relations ; Learning ; Male ; Netherlands
مستخلص: Objective: One of the challenging goals of gynaecological education is preparing trainees for independent practice of surgery. Research, however, on how to acquire surgical skills in the operating room safely, effectively and efficiently is scarce. We performed this study to explore trainers' and trainees' mutual expectations concerning operative training, to identify key aspects for improving learning and teaching in the operating theatre.
Study Design: We conducted a focus group study in different teaching hospitals in The Netherlands. Three focus groups were composed of gynaecology consultants representing over half of the training hospitals in The Netherlands. Four groups were composed of gynaecology trainees at different stages of training, from university and non-university hospitals and of both sexes. The interviews were recorded, transcribed verbatim and entered into qualitative data analysis software and two researchers performed a thematic analysis.
Results: Teaching and learning in the operating theatre are complicated by the dynamics of trainer-trainee interaction, which are fraught with potentially conflicting interests. Trainer and trainee have to consider each other's interests, while their primary concern must be patient safety. Trainers want to feel in control and trainees want to be given a free hand within a safe atmosphere. Structuring of the teaching and learning process appears to hold the key to creating positive dynamics between trainer, trainee and their responsibility towards the patient. Structuring can be achieved before, during and after an operation. Before the operation both trainer and trainee can take the initiative to talk about learning objectives, plan of action, and task allocation. During the operation, the trainee can verbalise actions before actually performing them. This makes trainee actions predictable, enhances trainer confidence and thus may increase the trainee's chance of actually performing (a portion of) a procedure. After the operation, both trainer and trainee can initiate an evaluation the trainee's performance.
Conclusion: Interaction between trainer and trainee is complicated by their shared responsibility towards the patient. Structured interactions before, during and after operations appear to offer opportunities for improving learning and teaching in the operating theatre.
(Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.)
تواريخ الأحداث: Date Created: 20101019 Date Completed: 20110531 Latest Revision: 20110214
رمز التحديث: 20231215
DOI: 10.1016/j.ejogrb.2010.08.014
PMID: 20950925
قاعدة البيانات: MEDLINE
الوصف
تدمد:1872-7654
DOI:10.1016/j.ejogrb.2010.08.014