Abstract
BackgroundThe learning climate within a learning environment is a key factor to determine the potential quality of learning. There are different groups of postgraduate trainees who study primarily in the operating theater (OT), which is a complex, high-stake environment. This study created and validated an interprofessional measure of the OT educational climate and explored how postgraduate trainees from different health professions experienced the learning climate within the operating theater.MethodsAn explanatory, sequential mixed-method design was used. The quantitative phase used and validated a newly developed questionnaire, the Operating Theater Educational Climate Test (OTECT), to evaluate the perceptions of anesthesia residents, surgical residents and student registered nurse anesthetists. In the qualitative phase, three mono-professional focus groups participants’ opinions on the factors influencing their learning climate were explored.ResultsThe OTECT questionnaire was found to be valid. The questionnaire response rate was 78.9% (142 respondents from 180). Questionnaire results indicated similar perceptions of the OT learning climate by learners from all disciplines. Focus groups revealed three major influencing factors on the experienced learning climate: 1) nature of work in the OT, 2) the role of the supervisor, and 3) the interprofessional dimension of work in the OT.ConclusionsThe OT learning climate was perceived similarly by trainees from three health profession. The high stakes nature of the OT inhibited learning most as it impacted both trainees and supervisors. The results can be applied to improve the overall learning environment in the OT for all groups of learners.
Highlights
The learning climate within a learning environment is a key factor to determine the potential quality of learning
The seven distinct factors were titled supervisor roles, independent practice, assessment and evaluation, interprofessional collaboration, feedback forms, presence of negative attitudes towards trainees, and personal well being of student. These factors were comparable to the original questionnaires: ‘supervisor roles’ and ‘assessment and evaluation’, were derived from the Dutch Residency Educational Climate Test (D-RECT), ‘independent practice’ originated from the Anesthetic Theatre Educational Environment Measure (ATEEM)
A minor change of scales occurred in the original scale of ‘perception of atmosphere’, which was split into two scales of ‘interprofessional collaboration’ and ‘presence of negative attitudes toward student’
Summary
The learning climate within a learning environment is a key factor to determine the potential quality of learning. The OT as a learning environment can be considered to be Raksamani and Stalmeijer BMC Medical Education (2019) 19:221 especially complicated as it involves collaboration between multiple disciplines, has a diversity of sensory input, is characterized by time pressure, very high stakes and requires resource intensive work [13, 14].
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