gms | German Medical Science

Introduction: Little data exists on factors positively influencing learning in the operating room. We therefore aimed for an integral analysis on beneficial factors taking the perspective of students and surgeons into account.

Methods: Three groups of between 5 and 6 students (n=17) and three groups of between 3 and 4 qualified surgeons (n=10) from 6 different surgical subspecialties participated in focus group interviews facilitated by a moderator using a questioning route. The interviews were videotaped, transcribed and analyzed.

Results: The analysis resulted in ten themes, which were considered to positively influence undergraduate education in the operating room. These are:

1.

structured first introduction to the OR,

2.

explaining about proceedings,

3.

early allocations to specific procedures,

4.

stating relevant learning objectives,

5.

providing team acceptance,

6.

providing case alignment,

7.

small groups of learners,

8.

the interprofessional environment,

9.

teachers’ motivation and didactic skills and

10.

clearly stating expectations.

Relevant learning objectives were considered to be basic skills, teamwork and professionalism.

Discussion/conclusion: The focus group study led to the generation of ten factors which positively influence learning in the OR, which were perceived as relevant from both students and surgeons. Many of these factors are supported by the results of other published studies. Future studies should address the effects of these features using quantitative controlled designs.