Point-of-view technology to teach surgery.

BACKGROUND: Varied and limited opportunities to assist during operations, hamper surgical procedural training. Furthermore, the trainee's view of the procedure differs from that of the operating surgeon. New solutions could emerge when instruction under direct supervision can be combined with technological advances in surgical practice. This study assesses the feasibility of using the GoPro HERO™ to record operations for educational purposes, from the perspective of the surgical and technical team. METHOD: A "point-of-view" wearable GoPro camera was used to record standard operations at Tygerberg Academic Hospital, affiliated with Stellenbosch University, in Cape Town. Semi-structured interviews evaluated the practical acceptability of the GoPro in theatre by clinical personnel. The technical team reflected on picture quality, video editing and formatting. Techsmith Camtasia Studio 9® programme was employed for post- recording editing. RESULTS: Eight operations were performed by three surgeons. No interference with operative sterility, procedural length, nor functioning in the operating room was encountered by clinical personnel. Technically, the quality and picture field were adequate. All surgeons found the camera head band tight and the camera heavy. The limited battery life during recording was problematic throughout the study. CONCLUSION: Wearable cameras allow recordings of surgical procedures from the surgeon's view, for adjunctive educational purposes. This study confirms the feasibility and utility of GoPro to record real time operations without compromising patient care. The videos have cross-discipline potential for teaching within medicine. Creation of a video library as a resource to evaluate the educational value for trainees is envisioned.

Perceptions of physiotherapy clinical educators' dual roles as mentors and assessors: Influence on teaching-learning relationships.

BACKGROUND: Central to clinical education is the teaching-learning (T-L) relationship that evolves between the clinical educator (CE) and the student. Within this T-L relationship, CEs may be expected to fulfil dual roles as mentors and assessors of students. Challenges for both parties may arise when CEs take on these different roles. OBJECTIVES: The goal of this study was to ascertain how CEs perceived the influence of their dual roles as mentors and assessors on their T-L relationships with physiotherapy students. METHOD: Individual interviews were semi-structured with nine CEs during this qualitative descriptive study at the Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University. A content analysis followed to analyse the data obtained. An iterative process, aimed to understand the phenomena under study, was conducted via an interpretive approach in context. This revealed main themes that were identified and refined. RESULTS: Clinical educators experienced challenges when their role changed from being a mentor to that of assessor. These challenges affected the learning of students, as they influenced the T-L relationship. Clinical educators experienced ambiguities regarding their dual roles and, as a result, their expectations were often not fulfilled. CONCLUSION: Students' learning processes were negatively affected by the changing roles of CEs, who acted as mentors and later as assessors of clinical competence during the students' clinical rotations. The positioning theory was offered as a framework to resolve the challenges created by the dual roles and to manage expectations between CEs and students. The T-L encounters could be enhanced if students and CEs aligned themselves to a learning-centred paradigm where the focus was on learning and where the needs of the diverse students and the expectations of CEs were balanced. Further research should explore how a workshop with role play, demonstrating to CEs in practice how to reposition themselves, would impact the relationships between both parties. CLINICAL IMPLICATIONS: It is essential to ensure a positive T-L relationship between a CE and a student as this will improve the quality of learning in the clinical environment and, therefore, directly influence student's patient management. Implementing faculty development programmes to address this, should be further explored. KEYWORDS: physiotherapy; clinical education; teaching-learning relationship; learning-centred; dual roles.

Physiotherapy students' perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching-learning relationship.

BACKGROUND: Clinical education is widely considered to be the cornerstone of health care professionals' education. Clinical educators (CEs) fulfil many roles and act as both mentors and assessors in the learning process of students' undergraduate health care professions education. However, changing from being a mentor to being an assessor may present particular challenges for both the CE and the students. OBJECTIVE: To explore students' perceptions of how the dual role of a CE as mentor and assessor influenced the teaching-learning (T-L) relationship. METHOD: A qualitative descriptive study, involving seven individual semi-structured interviews and two focus group discussions, was conducted with students in the Division of Physiotherapy, Stellenbosch University. A contextualised interpretive content analysis was used to analyse the data. By following an iterative process, themes were identified and categories were reviewed and refined. RESULTS: Challenges were experienced when CEs had to act and change as both mentors and assessors to the needs of the students. This influenced the T-L relationship and consequently impacted the learning of students. The expectations of students and CEs were often not fulfilled. Contradictions were disclosed regarding the dual role of CEs. CONCLUSION: The findings of the study, grounded in the perceptions and experiences of students on the dual role of the CE, are highlighted. It is important to consider the challenges that the students face in order to minimise any negative effects these challenges could have on students' learning processes.

Utilizing students' experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide: an exploratory qualitative study.

BACKGROUND: Feedback delivery within a Problem Based Learning tutorial is a key activity for facilitators in order to enhance student learning. The purpose of this study was to explore students' experiences of feedback delivery in a PBL tutorial and use this information to design a feasible facilitator feedback delivery guide. METHODS: It was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with students who had an experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. RESULTS: Students suggested that facilitators need to give comprehensive feedback on their knowledge construction process as well as feedback on other generic skills outside the knowledge domain such as their communication skills within the tutorial, their participation and team work as well as their interpersonal skills and self-evaluation abilities. From the findings, a structured facilitator feedback delivery guide was developed. CONCLUSION: In this study, we propose a structured feedback delivery guide for PBL facilitators that captures not only knowledge, but also other generic competencies. The guide is feasible in a wide range of contexts where PBL is institutionalized.