Medical student learning in the operating room
A Qualitative Study From the Perspectives of Students and the or Team
Bibliographic Data
| ID | 22424201 |
|---|---|
| Authors | Gulsen Tasdelen Teker (0000-0003-3434-4373), Cigdem Kanburoglu (Recep Tayyip Erdoğan University, corresponding author), Barış Sezer (0000-0003-0695-0819), Baris Sezer (Hacettepe University) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Pages | 227-227 |
| Publication date | 2026-01-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-08596-y |
| PMID | 41527123 |
| OpenAlex | W7123348709 |
| Language | EN |
| References cited | 19 |
BACKGROUND: The operating room (OR) is a pivotal setting for medical students, shaping both professional identity and clinical competence. This study explored the expectations and experiences of medical students during their OR training, while also incorporating the perspectives of the surgical team. METHODS: A qualitative study was conducted using focus groups with OR team members and semi-structured interviews with medical students. Data were analysed using a conventional content analysis approach, with findings organised into higher-order categories to capture shared and divergent perspectives on learning, supervision, and team dynamics. RESULTS: Students described how interactions with the OR team, clarity of expectations, and opportunities for participation shaped their learning experiences and professional identity. Orientation was consistently reported as a critical need, and both students and educators supported the development of a self-paced e-learning module to address this gap. While students appreciated supportive supervisors, they also reported that unclear expectations and inconsistent guidance generated stress and uncertainty. Negative behaviours emerged as a barrier to motivation and learning. From the OR team perspective, heavy workload, time pressure, competing clinical priorities and unclear expectations were described as factors influencing educational interactions. CONCLUSIONS: The findings suggest that enhancing orientation processes, attention to role expectations, and supportive interprofessional interactions may influence medical students’ learning experiences in the OR.
CLARITY · Focus group · Medical school · Professional development · Qualitative analysis · Qualitative research · Innovations in Medical Education · Simulation-Based Education in Healthcare · Surgical Simulation and Training
| Highly cited | No |
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