Back to the suture - how to maximise student theatre experiences using technology enhanced learning
Creators: name: Crewe, Claire
Publisher: name: F1000 Research Limited
Year: 2023

description: Background:<br> Placements in the theatre setting have traditionally been seen as a vital part of experiential learning in undergraduate education but current clinical pressures and curriculum designs are negatively impacting students' experiences<sup>[3]</sup>. The proposed plans to increase medical student number nationally<sup>[1]</sup> will result in difficulties in finding sufficient placements for all students, particularly in a theatre setting. The use of video technology, including live streaming and pre-recorded surgical procedures, is widely used in postgraduate surgical education<sup>[2]</sup> however much less common at an undergraduate level.<br> Aim:<br> We aim to assess how students feel about incorporating the use of pre-recorded procedures alongside their surgical placements to enhance their learning and ease pressure on surgical placements.<br> Method:<br> In three small group sessions, using a case based approach, we have trailed the use of pre-recorded surgical procedures within classroom based teaching for undergraduate medical students in years 3-5 of their study. Using a readily available recording of a laparoscopic appendicectomy, the procedure was explained in a step-by-step fashion and questions encouraged throughout. Students were provided with feedback questionnaires following the session. Both quantitative and qualitative data was collected and analysed.<br> Results:<br> 19 students attended across the three sessions, 12 final year students and 7 third year students. All students felt that this format of learning improved their knowledge, worked well as an adjunct to theatre placements and should be incorporated in to their curriculum. This format of learning was felt to be engaging and met the students learning outcomes, no students disagreed with these statements. 37% of students disagreed with this being used as a complete alternative to theatre placements.<br> All students felt that this style of teaching should be used during their third year of study, being their first clinical year, in various modules. 3 students felt that this should be used alongside anatomy teaching in the pre-clinical years.<br> No students felt that this format of learning made them less likely to consider a surgical career in the future. Comments demonstrated that this was felt to be a psychologically safe and less intimidating environment, unlike many negative experiences described in a theatre setting<sup>[3][4].</sup><br> Further comments were positive regarding this format of learning and showed encouraging feelings towards 4 themes: improving accessibility, creating uniform exposure across the curriculum, improving knowledge and proving an engaging style of learning. <br> Conclusion:<br> This small scale project demonstrates overall positive results and therefore shows some potential to cope with the anticipated national increase in the number of medical students<sup>[1]</sup>. Overall students felt this format of learning helps to improve their knowledge, meet their learning outcomes and should be incorporated in to their curriculum. Importantly this demonstrated a psychologically safe environment for learning to take place and there were no negative considerations of surgical specialities as potential career choices in the future. Further outcomes from this project have shown that this format of learning may also improve accessibility and exposure to common procedures.