Learning objectives for medical student teaching in the operating theatre: surgeons’ experiences and factors influencing operative participation

Abstract

Introduction The operating theatre offers a unique and rich learning environment for medical students. Recent evidence indicates that medical student attendance at theatre teaching is low. There is limited evidence of the perceptions of the teacher in this environment. The aim of this study was to characterise the experiences of consultant surgeons when teaching medical students in theatre. Methods A 22-item self-administered survey was distributed to all surgical consultants in 5 specialties involved in the delivery of medical education at 5 hospitals associated with a single UK medical school. Responses were anonymous. Results Questionnaires were returned by 99 (64%) of the 154 surgical consultants. The majority (n=80, 80%) enjoyed teaching medical students in the operating theatre. Two-thirds (64%) set learning objectives for their students but a quarter (25%) did not feel that they knew what the curriculum expected students to learn. Two-thirds (65%) of the consultants stated that they would not let students perform procedures in theatre. Respondents suggested a total of 266 generic objectives that they would want medical students to learn. These were grouped by theme, with the most commonly cited learning objectives being clinical knowledge (44%), skills and procedures (29%), awareness of the room environment (18%) and appreciation of the patient journey (9%). Conclusions Surgeons are largely positive about delivering medical student teaching in the theatre environment. Teacher training with clearer communication between medical school faculty and surgical teachers may help facilitate objective setting to ensure students derive maximum benefit from this unique teaching environment.