Population Size
According to the U.S. Bureau of Labor Statistics, there are 7330 surgeons, 4340 anesthesiologists, 24320 surgical technologists, and 8550 CRNAs in the Northeastern United States. Subsequently, the size of this study’s population is 44,540 health professionals engaging in surgical procedures. The states representing the population include Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, Delaware, Virginia, West Virginia, Maryland, and Washington, D.C.
Sampling Method
Convenience sampling was used as a sampling method for two reasons. Firstly, these respondents are the ones who have first-hand experience with advanced technological surgical equipment and were willing to participate in the study. Secondly, it has been studied that small samples are suitable for qualitative studies because the sample represents a particular and in-depth perspective of the topic (Etikan et al., 2016).
Examples of Journals
The American Journal of Surgery, Journal of Surgical Education, Journal of Surgery, Journal of the American Medical Association.
Introducing Medical Virtual Reality
Another venue for educating health professionals in the sphere of advanced technological surgical equipment is the medical virtual reality. One of the problems concerning the transition of a medical student to a health practitioner is the lack of sufficient surgical practice. It can be managed by the implementation of virtual technologies in the medical field. Javaid and Haleem (2020) suggest that introducing medical virtual reality can provide students as well as surgeons with scenarios, preparing them for the actual work. Not only does it signify the use of sophisticated medical equipment, but it also follows the ideas of the theory of andragogy in adult learning.
A Paragraph of Study that Has Used Andragogical Framework
Dasgupta (2020) discusses the use of andragogical approach in medicine. Particularly, problem-based learning is presented as an expression of Andragogy in medical education. The researcher writes about students being presented with real-life cases and is expected to decipher them “by their understanding and reasoning abilities” (p. 11). The subsequent implication is that it is possible to simulate such scenarios with medical virtual reality. As a result, Dasgupta applies andragogical framework in his study, while leaving the possibility of adapting it to the modern technological realities.
Alternative Study Designs
As the purpose of the study is to evaluate the perception of the medical personnel of their skills, training, and competencies, two other study designs might be valid – exploratory and cross-sectional (Omair, 2015). An exploratory design is appropriate for fields, which are not thoroughly investigated. It also utilizes a small sample size, however, the descriptive format fits better because numerous sources on the studied subject exist, and it is more appropriate to reference the actual knowledge rather than the unknown phenomena. Another alternative is the cross-sectional type, which would allow surveying data from groups based on the existing differences, like access to advanced medical equipment. At the same time, it would require a large sample size, which is not viable for this study, thus justifying the qualitative descriptive design.
Instrument for Data Collection
As most of the data were textual, it was necessary to structure the interaction with respondents in a question and answer fashion. The primary instrument for collecting data was questionnaires with the option to expand the answer behind the framework set by questions. The interviews would have also been helpful, however, the respondents’ ability to think and write down their thoughts in a cohesive manner is more valuable, thus making questionnaires a better choice (Belisario et al., 2015).
Shortcomings and Drawbacks of In-Service Training
The key factor in the diminished effectiveness of in-service training strategies is inappropriate methodology and curriculum. Another reason, as perceived by the participants, is the lack of follow-up activities and insufficient motivation. Dorri et al.’s research (2016) supports the finding that the skills are not properly formed, if the in-service training is not followed by a recurring program, which is repeated in at least three months. The importance of motivational factors is underlined by the results of the study by Chaghari et al. (2017). They also argue that the effectiveness of the professional training is low, if the staff is not provided with motivation, like the additional credentials for the experience with advanced equipment.
Shortcomings and Drawbacks of On-the-Job Training
The findings demonstrated that the frequently observed drawbacks and shortcomings in the implementation of on-the-job training for operating room staff include ineffective trainers, team disturbances, rushed training, and low productivity. The conclusion that low productivity is the drawback of this learning style is partially confirmed by the previous research by Rassin et al. (2015). They argue that the effectiveness of On-the-Job training depends on the level of health professionals’ knowledge and their willingness to expand their boundaries. Another finding that rushed training is a setback of on-the-job learning corresponds to the study by Teagle et al. (2017), who conclude that personnel should be given adequate time to acquire skills and develop confidence.
Participants’ Experience and Confidence
Irrespective of the identified difficulties pertaining to the effectiveness and feasibility of training interventions, the majority of participants admitted the usefulness and overall positive effect of training on their skill levels in technological use. These findings are further corroborated by the earlier study by Niermeyer et al. (2019). The researchers drew a direct link between a practitioner’s exposure to technology and their level of confidence in it.
Recommendations and Results
The study has disclosed several important implications of training for health professionals. Firstly, the finding that skills should be solidified with follow-up activities means that more research is needed to develop programs of in-service training. Secondly, the lack of motivation is a key issue in achieving results. The subsequent recommendation is that the hospital administrations ought to put more effort into explaining the necessity of training, or by providing financial incentives to the personnel.
The deficiencies of on-the-job training also determine the recommendations to the superiors of those practitioners, which require immediate learning. Firstly, the study’s emphasis on low productivity and training hurry as disadvantages of on-the-job learning implies that hospitals should provide more opportunities for personnel to familiarize themselves with the new equipment. For instance, training can be included into the working hours. Alternatively, the administration can correct their hiring policy by selecting only those practitioners that already have the necessary experience.
Finally, the finding that learning to work with technology has a beneficial effect on practitioners leads to two recommendations. The first is that the administration should provide the conditions for personnel to acquire the necessary skills. The second is that medical education should include practice with sophisticated equipment in the curricula. Although not immediately apparent, the positive effect will be apparent when the medical graduates will apply for jobs with surgical equipment, and they will already be familiar with the technology.
References
Belisario, J. S. M., Jamsek, J., Huckvale, K., O’Donoghue, J., Morrison, C. P., & Car, J. (2015). Comparison of self‐administered survey questionnaire responses collected using mobile apps versus other methods. Cochrane Database of Systematic Reviews, (7). 1-99. Web.
Chaghari, M., Saffari, M., Ebadi, A., & Ameryoun, A. (2017). Empowering education: A new model for in-service training of nursing staff. Journal of Advances in Medical Education & Professionalism, 5(1), 26.
Dasgupta, A. (2020). Problem based learning: Its application in medical education. Journal of The West Bengal University of Health Sciences. 1(2), 11-18.
Dorri, S., Akbari, M., & Sedeh, M. D. (2016). Kirkpatrick evaluation model for in-service training on cardiopulmonary resuscitation. Iranian Journal of Nursing and Midwifery Research, 21(5), 493-497.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
Javaid, M., & Haleem, A. (2020). Virtual reality applications toward medical field. Clinical Epidemiology and Global Health, 8(2), 600-605.
Niermeyer, W. L., Philips, R. H., Essig Jr, G. F., & Moberly, A. C. (2019). Diagnostic accuracy and confidence for otoscopy: Are medical students receiving sufficient training?. The Laryngoscope, 129(8), 1891-1897.
Omair, A. (2015). Selecting the appropriate study design for your research: Descriptive study designs. Journal of Health Specialties, 3(3), 153-156. Web.
Rassin, M., Kurzweil, Y., & Maoz, Y. (2015). Identification of the learning styles and “on-the-job” learning methods implemented by nurses for promoting their professional knowledge and skills. International Journal of Nursing Education Scholarship, 12(1), 75-81.
Teagle, A. R., George, M., Gainsborough, N., Haq, I., & Okorie, M. (2017). Preparing medical students for clinical practice: Easing the transition. Perspectives on Medical Education, 6(4), 277-280.
U.S. Bureau of Labor Statistics. (n.d.) Occupational employment statistics query system.