Moments of educational interaction associated with the surgical act, perceptions of residents of the last year of orthopedics and traumatology

Abstract

Introduction: We sought to identify educational interactions during the training process of surgical residents and to describe the perception that residents themselves have in this regard, developing fundamental concepts such as teaching roles, pedagogical mediation and the teaching-learning process of surgical specialties.

Materials and methods: Qualitative research, focused on symbolic interactionism, using grounded theory as a method of data collection and analysis. Semi-structured interviews were conducted with 5 final-year residents of Orthopedics and Traumatology. The information was subjected to open, axial and selective coding, then a categorization of the data was carried out, thus constructing an information network.

Results: A central category called “Educational interactions in the postgraduate course in Orthopedics and Traumatology” is described, as well as three emerging categories: “Presurgical Moment”, “Intrasurgical Moment” and “Postsurgical Moment”, and two transversal categories called “outpatient consultation” and “the staff”, which describe the teaching-learning process around the surgical act.

Discussion: Multiple emerging concepts from our research are illustrated, such as the operating room as a learning environment, the paradigmatic transformation within surgical training programs, the process of didactic transposition that occurs in surgery, the pedagogical mediation of the acts of the surgical team and collaborative learning in which the resident actively participates.