Can a one-day practical lesson in surgical skills encourage medical students to consider a surgical career?

2016 ◽  
Vol 54 (4) ◽  
pp. 405-409 ◽  
Author(s):  
Florian Bauer ◽  
Niklas Rommel ◽  
Steffen Koerdt ◽  
Andreas Fichter ◽  
Klaus-Dietrich Wolff ◽  
...  
Keyword(s):  
Medical Students ◽  
Surgical Skills ◽  
Surgical Career

scholarly journals Baseline urologic surgical skills among medical students: Differentiating trainees

2014 ◽  
Vol 8 (7-8) ◽  
pp. 242 ◽  
Author(s):  
Vishaal Gupta ◽  
Andrea G. Lantz ◽  
Tarek Alzharani ◽  
Kirsten Foell ◽  
Jason Y Lee
Keyword(s):  
Medical Students ◽  
Robotic Surgery ◽  
Performance Metrics ◽  
Selection Process ◽  
Surgical Skills ◽  
University Of Toronto ◽  
Technical Ability ◽  
Future Performance ◽  
Chi Squared ◽  
Surgical Career

Introduction: Urology training programs seek to identify ideal candidates with the potential to become competent urologic surgeons. It is unclear whether innate technical ability has a role in this selection process. We aimed to determine whether there are any innate differences in baseline urologic technical skills among medical students.Methods: Second-year medical students from the University of Toronto were recruited for this study and stratified into surgical and non-surgical cohorts based on their reported career aspirations. After a pre-test questionnaire, subjects were tested on several urologic surgical skills: laparoscopy, cystoscopy and robotic surgery. Statistical analysis was performed using chi-squared test, student t-tests and Spearman’s correlation where appropriate.Results: A total of 29 students participated in the study and no significant baseline differences were found between cohorts with respect to demographics and prior surgical experience. For laparoscopic skills, the surgical cohort outperformed the non-surgical cohort on several exercises: Lap Beans Missed (4.9 vs. 9.3, p < 0.01), Lap Bean Rating (3.8 vs. 3.1, p = 0.01), Lap Rings Error (0.2 vs. 1.22, p < 0.01), Lap Rings Rating (3.9 vs. 2.9, p < 0.01) and LapSim Grasping Score (64.3 vs. 46.4, p = 0.01). For cystoscopic skills, there were no significant differences between cohorts on any of the performance metrics. The surgical cohort also outperformed the non-surgical cohort on all measured robotic surgery performance metrics: Task Time (50.6 vs. 76.3, p < 0.01), Task Errors (0.2 vs. 3.1, p < 0.01), and Task Score (89.5 vs. 72.6, p < 0.01).Discussion: Objective innate technical ability in urological skills, particularly laparoscopy and robotics, may differ between early trainees interested in a surgical career compared to those interested in a non-surgical career. Further studies are required to illicit what impact such differences have on future performance and competence.

scholarly journals 21 Suture School: A Socially Distanced Surgical Education

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
R Galloway ◽  
H Amar ◽  
V Panchalingham
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Surgical Skills ◽  
Small Group Teaching ◽  
Knot Tying ◽  
Innovative Teaching ◽  
Informal Assessment ◽  
Surgical Career ◽  
The Impact

Abstract Introduction Limited theatre exposure, cancelled practical teaching and placements abandoned due to COVID-19, has potential to damage the learning opportunities and experiences of medical students within surgery. We aimed to create and deliver an emergency small group teaching programme throughout the pandemic, targeted at increasing medical student confidence in basic surgical skills and inspiring interest in surgery. Method Multiple small-group teaching sessions were delivered to a cohort of 14 medical students recruited for work during the pandemic, whilst adhering to social distancing and sanitary measures. On completion of the programme and informal assessment of 11 surgical competencies, participants completed a follow up questionnaire to assess their improvement. Results 70% reported improvement in 10 competencies and 30% across all 11 competencies. The greatest improvements were in abscess drainage and knot tying. 30% relayed increased interest in pursuing a surgical career. 80% were ‘more likely’ to attend theatres in future. Conclusions The teaching series facilitated increase in self-perceived confidence of students in basic surgical skills, whilst inspiring surgical interests. During challenging times, we must support learners to undertake activity that drives improvement in training for the wider benefit of health services. Innovative teaching programmes may reduce the impact of similar adversity in the future.

scholarly journals 1004 Student Perspectives on Surgical Careers

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
A Ramjeeawon ◽  
G Kungwengwe ◽  
R Ooi
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Medical School ◽  
Interpersonal Skills ◽  
Team Member ◽  
Technical Skills ◽  
Surgical Skills ◽  
Surgical Team ◽  
Career Pathway ◽  
Surgical Career

Abstract Aim To investigate medical students’ understanding of skills needed as surgeons and how prepared they feel to pursue surgical careers, and to identify methods to support and prepare medical students who want to pursue surgical careers. Method A student-led National Surgical Conference (Cardiff, 2018) ran a consensus and debate session entitled ‘Are students adequately prepared for a career in surgery at medical school?’, including a questionnaire addressing elements of medical school curriculums relevant to surgery and the importance of developing technical skills and non-technical skills (NTS). Results 60 delegates completed the questionnaire: Year1-3 (n = 38), Year4-6 (n = 15), intercalating (n = 4), foundation doctors (n = 3). Delegates most frequently stated specific surgical skills (20.1%), broader surgical skills (20.1%) and interpersonal skills (17.2%) as the most important skills to be a surgeon. 75% rated technical skills and NTS as equally important, 25% rated technical skills as more important. 12.5% felt unconfident in their NTS to be an efficient surgical team-member, 37.5% felt between confident and unconfident, and 50% were confident. 26.3% felt unprepared to pursue surgical careers following medical school, 70.2% felt between prepared and unprepared, and 3.5% felt prepared. More practical surgical skills sessions (35%), career pathway sessions (15%), surgically relevant teaching (16%) and theatre or surgical placements (19%) were the most frequently wanted improvements. Conclusions Prospective surgeons highly valued developing surgical skills and overall do not feel prepared to pursue surgery. Medical students would benefit from education on the surgical career pathway and the importance of the non-practical components of surgery, including patient safety and NTS.

scholarly journals Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

2021 ◽  
Author(s):  
Ibrahim Alkatout ◽  
Veronika Günther ◽  
Sandra Brügge ◽  
Johannes Ackermann ◽  
Magret Krüger ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Motivation ◽  
Educational Curriculum ◽  
Active Involvement ◽  
Surgical Career ◽  
Second Year ◽  
Digital Surgery ◽  
The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

A Reliable and Valid Instrument to Assess Competency in Basic Surgical Skills in Second-Year Medical Students

2007 ◽  
Vol 100 (10) ◽  
pp. 985-990 ◽  
Author(s):  
Rachel Bramson ◽  
Mark Sadoski ◽  
Charles W. Sanders ◽  
Kim van Walsum ◽  
Robert Wiprud
Keyword(s):  
Medical Students ◽  
Surgical Skills ◽  
Valid Instrument ◽  
Second Year

scholarly journals Aprendizagem Assistida por Pares: Uma Alternativa Pedagógica no Ensino de Competências a Estudantes de Medicina

2020 ◽  
Vol 33 (11) ◽  
pp. 742
Author(s):  
Joana Fernandes Ribeiro ◽  
Manuel Rosete ◽  
Andreia Teixeira ◽  
Hugo Conceição ◽  
Lèlita Santos
Keyword(s):  
Medical Students ◽  
Rating Scale ◽  
Technical Skills ◽  
Surgical Skills ◽  
Global Rating Scale ◽  
Control Group ◽  
P Value ◽  
Global Rating ◽  
Learning Program ◽  
Peer Assisted Learning

Introduction: Technical skills training is fundamental for clinical practice although poorly emphasised in undergraduate medical curricula. In these circumstances, Peer Assisted Learning methodology has emerged as a valid alternative to overcome this insufficiency. The purpose of this study is to evaluate the impact on students of a Peer Assisted Learning program in basic surgical skills, regarding technical competences and knowledge improvement.Material and Methods: A total of 104 randomly selected third year medical students participated in a workshop delivered by fifth year students. From that total, 34 students were assessed before and after the workshop, using the Objective Structured Assessment of Technical Skills instrument, that consists of a global rating scale and a procedure-specific checklist. Sixth year students (control group) were also assessed in their performance without participating in the workshop. Before workshop versus after workshop Objective Structured Assessment of Technical Skills results were compared using Wilcoxon and McNemar tests. After workshop versus control group Objective Structured Assessment of Technical Skills results were compared using Mann-Whitney, qui-squared test and Fisher’s exact test.Results: For the global rating scale, students obtained an after the workshop score (29.5) that was significantly higher than the before the workshop score (15.5; p-value < 0.001), but no significant differences were found between after the workshop and control group scores (p-value = 0.167). For the procedure-specific checklist, 3rd year students had a substantial positive evolution in all parameters and obtained higher rates of correct achievements compared to the control group.Discussion: The final outcomes demonstrated a significant qualitative and quantitative improvement of knowledge and technical skills, which is in accordance with other literature.Conclusion: This Peer Assisted Learning program revealed promising results concerning improvement of surgical skills in medical students, with little staff faculty contribution and extension to a much broader number of students.

Improved Strategies for Teaching Surgical Skills to Medical Students

2018 ◽  
Vol 132 ◽  
pp. 40S
Author(s):  
Eva Welch ◽  
Sali Jordan ◽  
Francine McLeod ◽  
Emily Marko ◽  
Michael Sheridan
Keyword(s):  
Medical Students ◽  
Surgical Skills

Maximizing opportunities at medical school to support a career in surgery

2019 ◽  
Vol 80 (11) ◽  
pp. 670-673
Author(s):  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Surgical Training ◽  
Nominal Group ◽  
Annual Conference ◽  
School Students ◽  
The Core ◽  
Surgical Career ◽  
Competency Based ◽  
The Uk

Introduction: During medical school, students have numerous opportunities to develop their portfolios for a career in surgery, such as undertaking additional surgical placements and participating in surgical research. However, at present, there is little guidance available for medical students on how to build a strong portfolio for the UK core surgical training application. This article outlines work undertaken to provide concise guidance to support future surgeons, via application of the competency-based CanMEDS framework to the current UK core surgical training specification. Materials and methods: A pre-conference meeting was arranged for medical students at the Society of Academic and Research Surgeons annual conference in January 2018. Self-selected research enthusiasts from different university years discussed practical approaches to pair the CanMEDS model with the core surgical training specification, with support from the STARSurg Collaborative committee to facilitate discussion. A nominal group-based method was adopted in order to reach areas of consensus. Results: Practical tips and recommendations for each respective CanMEDS domain (communicator, collaborator, leader, health advocate, scholar, professional) were made in relation to the core surgical training specification. These included key action points and named opportunities that are currently available to UK medical students. Conclusions: A consensus approach was taken to address key areas of competence across each CanMEDS domain. This informed the development of a guidance framework to support students to develop a strong portfolio for a core surgical training application. This framework can be followed by medical students, equipping them with the skills necessary to succeed in their future surgical career.

A Basic Surgical Skills Class for Preclinical Medical Students

2019 ◽  
Vol 85 (12) ◽  
pp. 575-576
Author(s):  
Luke T. Meredith ◽  
Morton L. Kasdan
Keyword(s):  
Medical Students ◽  
Surgical Skills ◽  
Preclinical Medical Students
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