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"It's making me think outside the box at times": a qualitative study of dynamic capabilities in surgical training.
Shah, Adarsh P; Walker, Kim A; Walker, Kenneth G; Hawick, Lorraine; Cleland, Jennifer.
  • Shah AP; Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK. a.shah.19@abdn.ac.uk.
  • Walker KA; Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK.
  • Walker KG; NHS Education for Scotland, Centre for Health Science, Inverness, UK.
  • Hawick L; Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK.
  • Cleland J; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
Adv Health Sci Educ Theory Pract ; 2022 Oct 26.
Article in English | MEDLINE | ID: covidwho-2084370
ABSTRACT
Craft specialties such as surgery endured widespread disruption to postgraduate education and training during the pandemic. Despite the expansive literature on rapid adaptations and innovations, generalisability of these descriptions is limited by scarce use of theory-driven methods. In this research, we explored UK surgical trainees' (n = 46) and consultant surgeons' (trainers, n = 25) perceptions of how learning in clinical environments changed during a time of extreme uncertainty (2020/2021). Our ultimate goal was to identify new ideas that could shape post-pandemic surgical training. We conducted semi-structured virtual interviews with participants from a range of working/training environments across thirteen Health Boards in Scotland. Initial analysis of interview transcripts was inductive. Dynamic capabilities theory (how effectively an organisation uses its resources to respond to environmental changes) and its micro-foundations (sensing, seizing, reconfiguring) were used for subsequent theory-driven analysis. Findings demonstrate that surgical training responded dynamically and adapted to external and internal environmental uncertainty. Sensing threats and opportunities in the clinical environment prompted trainers' institutions to seize new ways of working. Learners gained from reconfigured training opportunities (e.g., splitting operative cases between trainees), pan-surgical working (e.g., broader surgical exposure), redeployment (e.g., to medical specialties), collaborative working (working with new colleagues and in new ways) and supervision (shifting to online supervision). Our data foreground the human resource and structural reconfigurations, and technological innovations that effectively maintained surgical training during the pandemic, albeit in different ways. These adaptations and innovations could provide the foundations for enhancing surgical education and training in the post-pandemic era.
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Full text: Available Collection: International databases Database: MEDLINE Type of study: Prognostic study / Qualitative research Language: English Journal subject: Education / Public Health Year: 2022 Document Type: Article Affiliation country: S10459-022-10170-2

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Full text: Available Collection: International databases Database: MEDLINE Type of study: Prognostic study / Qualitative research Language: English Journal subject: Education / Public Health Year: 2022 Document Type: Article Affiliation country: S10459-022-10170-2