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Context Good preparation for surgical procedures has been linked to better performance and enhanced learning in the operating theatre. Mental imagery is increasingly used to enhance performance in competitive sport and there has been recent interest in applying this in surgery. Objectives This study aims to identify the mental imagery components of preoperative preparation in orthopaedic trauma surgery and to locate these practices in existing socio-material theory in order to produce a model useful for surgical skills training. Methods Semi-structured interviews were conducted with nine orthopaedic surgeons. Participants were identified by personal recommendation as regularly performing complex trauma operations to a high standard, and by affiliation to an international instruction course in trauma surgery. Interviews were audio-recorded and transcripts were independently analysed using thematic analysis. Results Analysis revealed that surgeons interact intensively with multiple colleagues and materials during their preparatory activities. Such interactions stimulate mental imagery in order to build strategy and rehearse procedures, which, in turn, stimulate preparatory interactions. Participants identified the discussion of a preoperative 'plan' as a key engagement tool for training junior surgeons and as a form of currency by which a trainee may increase his or her participation in a procedure. Conclusions Preoperative preparation can be thought of as a socio-material ontology requiring a surgeon to negotiate imaginal, verbal and physical interactions with people, materials and his or her own mental imagery. Actor-network theory is useful for making sense of these interactions and for allowing surgeons to interrogate their own preparative processes. We recommend supervisors to use a form of preoperative plan as a teaching tool and to encourage trainees to develop their own preparatory skills. The ability of a trainee to demonstrate sound preparation is an indicator of readiness to perform a procedure. [ABSTRACT FROM AUTHOR]

This article focuses on the planning and organisation of teachers' continuous professional development as part of the nationally representative Schools and Continuing Professional Development in England - State of the Nation research study (SoNS), commissioned by the Training and Development Agency for Schools (TDA). Thematic analysis of data developed from the literature review, qualitative research, and survey strands of the SoN study led to the identification of four issues related to the planning and organisation of CPD in schools in England: (1) there is a lack of strategic planning of CPD provision to balance effectively between individual and organisational learning needs and national policy priorities; (2) organisational choices made in schools about roles and responsibilities do not always support or help to develop effective CPD planning and provision; (3) little progress has been made in the promotion of the New Professionalism in schools through developing closer alignment between Professional Standards, Performance Management and CPD; (4) school systems and processes for evaluating the effectiveness of CPD provision tend to be developed without reference to planned outcomes, specific criteria or value for money judgements. The article concludes with a number of recommendations for policy and practice. [ABSTRACT FROM AUTHOR]