Abstract
BackgroundEducation is a cornerstone strategy to prevent health-associated infections. Trainings benefit from being interactive, simulation-based, team-orientated, and early in professional socialization. We conceived an innovative inter-professional peer-teaching module with operating room technician trainees (ORTT) teaching infection prevention behavior in the operating room (OR) to medical students (MDS).MethodsORTT delivered a 2-h teaching module to small groups of MDS in a simulated OR setting with 4 posts: ‘entering OR’; ‘surgical hand disinfection’; ‘dressing up for surgery and preparing a surgical field’, ‘debriefing’. MDS and ORTT evaluated module features and teaching quality through 2 specific questionnaires. Structured field notes by education specialist observers were analyzed thematically.ResultsOn Likert scales from − 2 to + 2, mean overall satisfaction was + 1.91 (±0.3) for MDS and + 1.66 (±0.6 SD) for ORTT while teaching quality was rated + 1.89 (±0.3) by MDS and self-rated with + 1.34 (±0.5) by ORTT. Students and observers highlighted that the training fostered mutual understanding and provided insight into the corresponding profession.ConclusionsUndergraduate inter-professional teaching among ORTT and MDS in infection prevention and control proved feasible with high educational quality. Inducing early mutual understanding between professional groups might improve professional collaboration and patient safety.
Highlights
Education is a cornerstone strategy to prevent health-associated infections
To a certain extent this may be related to stereotypes which usually develop early in professional careers [12, 13]. To counteract such development we introduced the learning module early in the pre-graduate curriculum of medical students (MDS) and operating room (OR) technician trainees (ORTT)
Design of the inter-professional training module The inter-professional training module for infection prevention behavior in the OR was planned by a group of specialists from surgical nursing, infection prevention and control, medical education, and inter-professional learning (MK, CHH, JB, HS, RM, BF, SKF)
Summary
Education is a cornerstone strategy to prevent health-associated infections. Trainings benefit from being interactive, simulation-based, team-orientated, and early in professional socialization. We conceived an innovative inter-professional peer-teaching module with operating room technician trainees (ORTT) teaching infection prevention behavior in the operating room (OR) to medical students (MDS). To a certain extent this may be related to stereotypes which usually develop early in professional careers [12, 13] To counteract such development we introduced the learning module early in the pre-graduate curriculum of medical students (MDS) and OR technician trainees (ORTT). In addition to general teaching and learning principles we drew on three specific well-founded educational strategies: (a) establish a meaningful overarching learning objective [14, 15], in our case: the common goal of patient safety, (b) use an inter-professional setting to contribute to early professional identity formation [16,17,18] and (c) use near-peer teaching to strengthen the self-confidence of teaching peers in their field of expertise [19,20,21]. In this paper we report the concept of the module as well as its quantitative and qualitative evaluation
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