Perceptions of Operating Room Learning Experiences During the Obstetrics and Gynecology Clerkship

Background There is little published describing curriculum development for the medical student in the operating room (OR). Purpose Explore student and faculty perceptions of learning experiences in the OR during the Obstetrics and Gynecology (Ob/Gyn) clerkship as a prelude to defining OR-specific le...

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Bibliographic Details
Published inJournal of surgical education Vol. 68; no. 5; pp. 377 - 381
Main Authors Hampton, Brittany Star, MD, Magrane, Diane, MD, Sung, Vivian, MD
Format Journal Article
LanguageEnglish
Published United States Elsevier Inc 01.09.2011
Subjects
Clinical Clerkship
Curriculum
education
Focus Groups
Gynecology - education
Hospitals, Teaching
Humans
Interpersonal and Communication Skills
Medical Knowledge
medical student
Obstetrics - economics
operating room
Operating Rooms
Patient Care
Program Development
Rhode Island
Students, Medical
Surgery
teaching
Rhode Island
Patient Care
education
Medical Knowledge
focus groups
teaching
medical student
Interpersonal and Communication Skills
operating room
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Summary:Background There is little published describing curriculum development for the medical student in the operating room (OR). Purpose Explore student and faculty perceptions of learning experiences in the OR during the Obstetrics and Gynecology (Ob/Gyn) clerkship as a prelude to defining OR-specific learning objectives and curriculum. Methods Fourth year students and Obstetrics and Gynecology faculty participated in structured, audiotaped focus groups aimed at defining OR educational objectives and curriculum content. Review of audiotapes identified emergent themes used to categorize perceived learning experiences. Results Two focus groups including 13 students and 1 focus group including 5 faculty were conducted. Four dominant categories of OR learning were identified: (1) development of a foundation of clinical knowledge; (2) surgical technique and skill acquisition; (3) personal insight into career choice; and (4) surgical culture and OR functioning. Conclusions Students and faculty were aligned regarding general categories of key OR learning experiences, building an experiential framework for developing OR-specific learning objectives and curricular components.
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ISSN:1931-7204
1878-7452
DOI:10.1016/j.jsurg.2011.03.006