It was about twenty five years ago that I first managed a training school for Operating Department Assistants (ODAs). The two most difficult aspects of course planning were how much theory did the trainees actually need to know and to what level and depth should those theoretical subjects be taught.

This was a time of great change because ODAs were emerging as a new grade of staff within the theatre team and, for the first time, were undertaking formally approved training with a nationally recognized qualification. Although a syllabus and a final examination were identified, there was no guidance on curriculum development or learning objectives. As a result, course planning tended to vary in quality and relevance in different parts of the country.

Trainee ODAs would often be overwhelmed by the amount of theoretical knowledge it was thought they should acquire and even when fortunate enough to have access to comprehensive medical libraries, few text books were available that were directly relevant to their field of competence. Similarly, teachers from the wide range of disciplines with whom ODAs interacted in the clinical situation would sometimes have difficulty in setting their lectures at an appropriate level. This sometimes resulted in confusion or boredom on the part of the trainees and frustration or near despair on the part of the course managers.

Other qualified staff within the operating department often had great difficulty in accepting ODAs as professionals, partly because their role and qualification was poorly understood. The situation is now very different and it is greatly to the credit of the trainees of that time, their managers and a number of theatre specialists that Operating Department Practitioners (ODPs) have become such valued members of theatre teams today, being highly regarded as skilled and knowledgeable professionals.

One of the hallmarks of professionalism includes the ability to pass onto others skills and expertise. This has been achieved through the example of excellence in personal performance and by sharing knowledge, not only with one's peer group, but also with those from other disciplines.