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首页> 外文期刊>Advances in health sciences education: theory and practice >Beliefs and values about intra-operative teaching and learning: a case study of surgical teachers and trainees
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Beliefs and values about intra-operative teaching and learning: a case study of surgical teachers and trainees

机译：术中教学的信念和价值观：外科教师和学员的案例研究

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Surgeons require advanced psychomotor skills, critical decision-making and teamwork skills. Much of surgical skills training involve progressive trainee participation in supervised operations where case variability, operating team interaction and environment affect learning, while surgical teachers face the key challenge of ensuring patient safety. Using a theoretical framework of situated learning including cognitive apprenticeship, we explored teachers' and trainees' beliefs and values about intra-operative training and reasons for any differences. A qualitative case study method was used where five teacher-trainee pairs participating in an observed teaching operation were separately interviewed about the same operation. Thematic analysis of transcribed interviews and observations was performed with iterative refinement and a reflexive approach was adopted throughout the study. We found that in all cases, teachers and trainees had shared recognition of learning about technical skills whereas they differed in three cases regarding non-technical skills such as surgical reasoning and team management. Factors contributing to teacher and trainee satisfaction with the process were successful trainee completion of operation without need for surgeon take-over, a positive learning environment and learning new things. Teaching-learning behaviours observed and discussed were modeling, coaching and scaffolding, while exploration, reflection and articulation were less common. Our study reveals differing teacher and trainee perspectives of some aspects of intra-operative training and surfaces new reasons other than amount of feedback and autonomy given. Factors contributing to different perspectives include teacher and trainee abilities, values and situational influences. Targeted teaching-learning strategies could enhance intra-operative learning.
机译：外科医生需要高级的心理运动技能，关键的决策和团队合作能力。大部分外科手术技能培训涉及受训人员逐步参与有监督的操作，在这种情况下，案例的可变性，操作团队的互动和环境会影响学习，而外科手术教师则面临确保患者安全的关键挑战。使用包括认知学徒制在内的情境学习的理论框架，我们探索了教师和受训者关于术中培训的信念和价值观以及出现差异的原因。采用定性案例研究方法，对参与观察教学操作的五对师生进行了关于同一操作的单独访谈。转录访谈和观察的主题分析经过反复细化，在整个研究过程中采用了反思性方法。我们发现，在所有情况下，教师和受训人员对学习技术技能都有共同的认识，而在涉及外科手术推理和团队管理等非技术技能的三个案例中，他们却有所不同。导致教师和受训人员对该过程满意的因素是受训人员成功完成手术而无需外科医生接管，良好的学习环境和学习新事物。观察和讨论的教学行为是建模，指导和脚手架，而探索，反思和表达则较不常见。我们的研究揭示了术中培训某些方面老师和受训者的不同观点，并提出了新的原因，除了反馈和自主权的数量。导致不同观点的因素包括教师和受训者的能力，价值观和情境影响。有针对性的教学策略可以增强术中学习。

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