Twelve tips for surgeons to maximise medical student learning in the operating theatre

References

• Biggs J. 1996. Enhancing teaching through constructive alignment. High Educ. 32(3):347–364.
   Web of Science ®Google Scholar
• Bowrey DJ, Kidd JM. 2014. How do early emotional experiences in the operating theatre influence medical student learning in this environment? Teach Learn Med. 26(2):113–120.
   PubMed Web of Science ®Google Scholar
• Carlson ER. 2017. Medical pimping versus the socratic method of teaching. J Oral Maxillofac Surg. 75(1):3–5.
   PubMed Web of Science ®Google Scholar
• Chapman SJ, Hakeem AR, Marangoni G, Prasad KR. 2013. How can we enhance undergraduate medical training in the operating room? A survey of student attitudes and opinions. J Surg Educ. 70(3):326–333.
   PubMed Web of Science ®Google Scholar
• Cleland J, Fahey Palma T. 2018. Aspirations of people who come from state education are different": how language reflects social exclusion in medical education. Adv Health Sci Educ Theory Pract. 23(3):513–531.
   PubMed Web of Science ®Google Scholar
• Cochran A, Elder WB. 2015. Effects of disruptive surgeon behavior in the operating room. Am J Surg. 209(1):65–70.
   PubMed Web of Science ®Google Scholar
• Croghan SM, Phillips C, Howson W. 2019. The operating theatre as a classroom: a literature review of medical student learning in the theatre environment. Int J Med Educ. 10:75–87.
   PubMed Web of Science ®Google Scholar
• de Oliveira ACP, Machado APG, Aranha RN. 2017. Identification of factors associated with resilience in medical students through a cross-sectional census. BMJ Open. 7(11):e017189.
   PubMed Web of Science ®Google Scholar
• Eraut M. 2000. Non‐formal learning and tacit knowledge in professional work. Br J Educ Psychol. 70(1):113–136.
   PubMed Web of Science ®Google Scholar
• Flannery T, Gormley G. 2014. Evaluation of the contribution of theatre attendance to medical undergraduate neuroscience teaching-a pilot study. Br J Neurosurg. 28(5):680–684.
   PubMed Web of Science ®Google Scholar
• Gordon J, Hazlett C, Ten Cate O, Mann K, Kilminster S, Prince K, O'Driscoll E, Snell L, Newble D. 2000. Strategic planning in medical education: enhancing the learning environment for students in clinical settings. Med Educ. 34(10):841–850.
   PubMed Web of Science ®Google Scholar
• Guidolin K, Yan H, Quereshy F. 2020. The “teaching time-out”: a novel framework for surgical education. Can J Surg. 63(3):e208–e210.
   PubMed Web of Science ®Google Scholar
• Henderson A, Briggs J, Schoonbeek S, Paterson K. 2011. A framework to develop a clinical learning culture in health facilities: ideas from the literature. Int Nurs Rev. 58(2):196–202.
   PubMed Web of Science ®Google Scholar
• Hexter AT, O'Dowd-Booth C, Hunter A. 2019. Factors that influence medical student learning in the operating room. Med Teach. 41(5):555–560.
   PubMed Web of Science ®Google Scholar
• Jones LK, Jennings BM, Higgins MK, De Waal FB. 2018. Ethological observations of social behavior in the operating room. Proc Natl Acad Sci USA. 115(29):7575–7580.
   PubMed Web of Science ®Google Scholar
• Keller S, Tschan F, Semmer NK, Timm-Holzer E, Zimmermann J, Candinas D, Demartines N, Hübner M, Beldi G. 2019. Disruptive behavior” in the operating room: a prospective observational study of triggers and effects of tense communication episodes in surgical teams. PloS One. 14(12):e0226437.
   PubMed Web of Science ®Google Scholar
• Kieu V, Stroud L, Huang P, Smith M, Spychal R, Hunter-Smith D, Nestel D. 2015. The operating theatre as classroom: a qualitative study of learning and teaching surgical competencies. Educ Health. 28(1):22–28.
   PubMed Web of Science ®Google Scholar
• Lave J, Wenger E. 1991. Situated learning: legitimate peripheral participation. Cambridge (UK): Cambridge University press.
   Google Scholar
• Luc JGY, Antonoff MB. 2016. Active learning in medical education: application to the training of surgeons. J Med Educ Curric Dev. 3:JMECD.S18929.
   PubMed Web of Science ®Google Scholar
• Lyon P. 2003. Making the most of learning in the operating theatre: student strategies and curricular initiatives. Med Educ. 37(8):680–688.
   PubMed Web of Science ®Google Scholar
• Nestel D, Dalrymple K, Paige JT, Aggarwal R. 2019. Advancing surgical education: theory, evidence and practice. Singapore: Springer.
   Google Scholar
• Newble D, Entwistle N. 1986. Learning styles and approaches: implications for medical education. Med Educ. 20(3):162–175.
   PubMed Web of Science ®Google Scholar
• Patel V, Arocha J, Kaufman D. 1999. Expertise and tacit knowledge in medicine. In: Sternberg RJ, Horvath JA, editors. Tacit knowledge in professional practice: researcher and practitioner perspectives. New Jersey: Lawrence Erlbaum Associates Publishers; p. 75–99.
   Google Scholar
• Pattni N, Arzola C, Malavade A, Varmani S, Krimus L, Friedman Z. 2019. Challenging authority and speaking up in the operating room environment: a narrative synthesis. Br J Anaesth. 122(2):233–244.
   PubMed Web of Science ®Google Scholar
• Philibert I, Elsey E, Fleming S, Razack S. 2019. Learning and professional acculturation through work: examining the clinical learning environment through the sociocultural lens. Med Teach. 41(4):398–402.
   PubMed Web of Science ®Google Scholar
• Piccinato CE, Rodrigues MLV, Rocha LA, Troncon LEdA. 2017. Characteristics of role models who influenced medical residents to choose surgery as a specialty: exploratory study. Sao Paulo Med J. 135(6):529–534.
   PubMed Web of Science ®Google Scholar
• Ravindra P, Fitzgerald JE, Bhangu A, Maxwell-Armstrong C. 2013. Quantifying factors influencing operating theater teaching, participation, and learning opportunities for medical students in surgery. J Surg Educ. 70(4):495–501.
   PubMed Web of Science ®Google Scholar
• Ravindra P, Fitzgerald JEF. 2011. Defining surgical role models and their influence on career choice. World J Surg. 35(4):704–709.
   PubMed Web of Science ®Google Scholar
• Stalmeijer RE. 2015. When I say … cognitive apprenticeship. Med Educ. 49(4):355–356.
   PubMed Web of Science ®Google Scholar
• Stone JP, Charette JH, McPhalen DF, Temple-Oberle C. 2015. Under the knife: medical student perceptions of intimidation and mistreatment. J Surg Educ. 72(4):749–753.
   PubMed Web of Science ®Google Scholar
• The Royal College of Surgeons of England. 2016. Avoiding unconscious bias: a guide for surgeons. London: The Royal College of Surgeons of England. [accessed 2020 Jul 07]. https://www.rcseng.ac.uk/library-and-publications/rcs-publications/docs/avoiding-unconscious-bias/.
   Google Scholar
• Weinberg D, Saleh M, Sinha Y. 2015. Twelve tips for medical students to maximise learning in theatre. Med Teach. 37(1):34–40.
   PubMed Web of Science ®Google Scholar
• World Health Organization. 2020. WHO surgical safety checklist. [accessed 2020 Jun 05]. https://www.who.int/patientsafety/safesurgery/checklist/en/.
   Google Scholar
• Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: AMEE guide No. 63. Med Teach. 34(2):e102–e115.
   PubMed Web of Science ®Google Scholar
• Zundel S, Wolf I, Christen H-J, Huwendiek S. 2015. What supports students' education in the operating room? A focus group study including students' and surgeons' views. Am J Surg. 210(5):951–959.
   PubMed Web of Science ®Google Scholar