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Background <p>The operating room (OR) is a pivotal setting for medical students, shaping both professional identity and clinical competence. This study explored the expectations and experiences of medical students during their OR training, while also incorporating the perspectives of the surgical team.</p> Methods <p>A qualitative study was conducted using focus groups with OR team members and semi-structured interviews with medical students. Data were analysed using a conventional content analysis approach, with findings organised into higher-order categories to capture shared and divergent perspectives on learning, supervision, and team dynamics.</p> Results <p>Students described how interactions with the OR team, clarity of expectations, and opportunities for participation shaped their learning experiences and professional identity. Orientation was consistently reported as a critical need, and both students and educators supported the development of a self-paced e-learning module to address this gap. While students appreciated supportive supervisors, they also reported that unclear expectations and inconsistent guidance generated stress and uncertainty. Negative behaviours emerged as a barrier to motivation and learning. From the OR team perspective, heavy workload, time pressure, competing clinical priorities and unclear expectations were described as factors influencing educational interactions.</p> Conclusions <p>The findings suggest that enhancing orientation processes, attention to role expectations, and supportive interprofessional interactions may influence medical students’ learning experiences in the OR.</p>

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Medical student learning in the operating room: a qualitative study from the perspectives of students and the OR team

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月13日

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  • Cigdem Kanburoglu,
  • Baris Sezer

摘要

Background

The operating room (OR) is a pivotal setting for medical students, shaping both professional identity and clinical competence. This study explored the expectations and experiences of medical students during their OR training, while also incorporating the perspectives of the surgical team.

Methods

A qualitative study was conducted using focus groups with OR team members and semi-structured interviews with medical students. Data were analysed using a conventional content analysis approach, with findings organised into higher-order categories to capture shared and divergent perspectives on learning, supervision, and team dynamics.

Results

Students described how interactions with the OR team, clarity of expectations, and opportunities for participation shaped their learning experiences and professional identity. Orientation was consistently reported as a critical need, and both students and educators supported the development of a self-paced e-learning module to address this gap. While students appreciated supportive supervisors, they also reported that unclear expectations and inconsistent guidance generated stress and uncertainty. Negative behaviours emerged as a barrier to motivation and learning. From the OR team perspective, heavy workload, time pressure, competing clinical priorities and unclear expectations were described as factors influencing educational interactions.

Conclusions

The findings suggest that enhancing orientation processes, attention to role expectations, and supportive interprofessional interactions may influence medical students’ learning experiences in the OR.