Twelve Tips for Enhancing Student Learning Experience in the Operating Room

Student learning within the Operating Room (OR) is complex and challenging, especially for medical students who heavily rely upon structured learning plans. Medical students’ OR-based surgical learning experience is heterogenous, unstandardized, and inadequate for many reasons. There is a growing need to evaluate the learning modalities and models that we currently use for medical graduates’ OR-based learning process, create a balance between structured and opportunistic learning encounters and incorporate previously identified factors that have been known to influence the quality of OR-based learning positively. In continuation with our previous work on OR-based learning, here we argue for a structured OR-based learning plan that embodies appropriate learning models and teaching methodologies and focuses on a comprehensive plan that justifies a local needs analysis and addresses factors influencing the quality of OR-based student learning to produce enhanced learning outcomes.

The Nature of Teacher Leadership

The purpose of this study was to explore the nature of teacher leadership in Al-Ikram1 school in Karachi. This study was guided by qualitative research design. Data were collected in a private school in which teacher leadership existed. Face-to-face interviews were conducted, audio-taped, and transcribed. Observation and field notes were recorded and maintained in research notebook. Findings from this study showed that formal and informal teacher leadership existed at Al-Ikram school. Teachers defined the nature of teacher leadership in terms of skillfulness, expertise, confidence, and the ability to influence others. Teachers were empowered to direct their own learning, as they took initiative to form relationships with teacher leaders based on shared experiences, expertise, and availability. These relationships provided support for meaningful interactions to take place. Teacher-teacher leader interactions occured at the classroom level and school level. Classroom-based interactions include shared experiences, availability, curriculum support, instructional support, and collaboration. School-based interactions include shared decision-making. Based on the findings, several ideas are discussed. First, when teachers are encouraged to direct their own learning; they seek out teacher leader peers to improve their instruction. Second, when teachers interact with teacher leaders, they focus on instructional and student improvement. Third, when teachers and teacher leaders collaborate with each other, they experience a sense of collegiality. Fourth, when teachers receive support from their colleagues to take the lead; they feel trusted and valued. Implications for future research and for the principal and the teachers are discussed. Principals should consider creating an environment that cultivates and supports teacher leadership. Teachers can take responsibility for developing themselves as leaders.