Surgeon Perspectives on Anastomotic Leaks and FluidAI’s StreamTM Platform: Integrating Qualitative Insights for Technological Innovation

Purpose: This article investigates the critical importance of integrating surgeons’ direct input into the development of innovative technologies that address gaps in surgical care, including those aimed at reducing anastomotic leaks (AL), a major complication in gastrointestinal surgery. While traditional quantitative research methods are prevalent, they often overlook the invaluable insights of the surgeons who manage these complications firsthand. Subjects and Methods: This study employs a qualitative approach, utilizing semi-structured interviews with 40 surgeons from various specialties, including general, bariatric, colorectal, trauma, hepato-biliary, and thoracic surgery. The interviews were designed to probe the needs of surgeons, challenges currently faced, and gaps in clinical practice, research, and technology for detection and/or management of AL. The data were analyzed using thematic analysis, which revealed significant gaps in current technologies for early detection and prevention of leaks. Results: Surgeons expressed strong interest in FluidAI’s Stream™ Platform, a non-invasive medical device designed to monitor postoperative drainage fluid in real-time, providing continuous data on AL risk. The ability of this platform to offer early prediction through pH and electrical conductivity analysis was particularly appealing to participants, who emphasized the importance of timely interventions in improving patient outcomes. The study’s findings highlight not only the clinical challenges but also the emotional toll that AL takes on surgeons, underlining the need for innovations that are both data-driven and humanistic. Conclusion: By centering surgeons’ perspectives, this research advocates for a human-centered approach to technological advancement, ensuring that new tools are both clinically effective and aligned with the real-world needs of surgical practitioners.

Cultural Flows and Pedagogical Dilemmas: Teaching with Collaborative Learning in the Chinese HE EFL ContextCultural Flows and Pedagogical Dilemmas: Teaching with Collaborative Learning in the Chinese HE EFL Context

This study makes a qualitative inquiry into the use of collaborative learning in Chinese higher education （HE） EFL classrooms with its focus on students＇ experience. It seeks to reveal the dilemmas encountered by considering the cultural aspect of teaching and learning within the Chinese context. Drawing on data sources from 60 students＇ written reflections, 2 groups of post-hoc interviews and the researcher＇s field notes, the study reveals that： 1） the use of collaborative learning conflicts with students＇ formed learning behaviors and grammar- oriented exams; 2） guanxi as an indigenous Chinese sociocultural construct prevails in the language classrooms as a communicative tie among students, which facilitates students＇ interaction and peer collaboration; 3） power differentials, by contrast, engender less interaction and create distance among peers. Notwithstanding these incompatibilities, the study claims that collaborative learning is consonant with the Chinese culture that emphasizes collective orientation and socially appropriate behaviors during interaction. It is concerned with the right way of learning among peers. Finally, the study suggests ways for teacher educators to cope with these dilemmas.