Twelve Tips for Enhancing Student Learning Experience in the Operating Room

Talat Waseem; Hadia Munir Baig; Raheela Yasmin; Rehan Ahmad Khan

doi:10.53685/jshmdc.v3i1.78

Authors

Talat Waseem General Secretary, Pakistan Endocrine & Thyroid Surgeons Association (PETSA), Pakistan
Hadia Munir Baig Department of Surgical Oncology, Shaukat Khanum Memorial Cancer Hospital & Research Centre, Lahore, Pakistan
Raheela Yasmin Director of MHPE Program at Riphah International University, Islamabad, Pakistan
Rehan Ahmad Khan Director of MME Program at UOL and Assistant Dean Medical Education at Riphah International University, Islamabad, Pakistan

DOI:

https://doi.org/10.53685/jshmdc.v3i1.78

Keywords:

Operating Room, Operation Theater, Learning, Student, Resident, Simulation Lab, Quality of Learning Experience, Structured Learning, Structured Clinical Encounters, Structured Surgical Encounter Template

Abstract

Student learning within the Operating Room (OR) is complex and challenging, especially for medical students who heavily rely upon structured learning plans. Medical students’ OR-based surgical learning experience is heterogenous, unstandardized, and inadequate for many reasons. There is a growing need to evaluate the learning modalities and models that we currently use for medical graduates’ OR-based learning process, create a balance between structured and opportunistic learning encounters and incorporate previously identified factors that have been known to influence the quality of OR-based learning positively. In continuation with our previous work on OR-based learning, here we argue for a structured OR-based learning plan that embodies appropriate learning models and teaching methodologies and focuses on a comprehensive plan that justifies a local needs analysis and addresses factors influencing the quality of OR-based student learning to produce enhanced learning outcomes.

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