A Novel Approach to Teaching Surgical Skills to Medical Students Using an Ex Vivo Animal Training Model

How does practice improve the skills of medical students during consecutive training courses?

“…In the past decade various bench models have been discussed, evaluated and used, such as low-fidelity bench models including synthetic (plastic, rubberized) and organic (fruit, vegetables) types. Highfidelity bench models are also available (chicken skin, ox tongue, cadaveric models, pig feet and pig heads) [22][23] . However, the choice of a particular model should not be based solely upon its fidelity.…”

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

“…Practical skills training and integration into the operating theatre has previously been shown to encourage students to be enthusiastic towards surgery. 15,16 Because of the large number of 15-20 students/training day, structured and useful integration into the operating theatre is not possible, so we have focused on practical courses. We are convinced that this concept will be successful, particularly for OMFS.…”

“…These specialties are considered to be particularly suitable for practical teaching courses. 12,15 We have therefore developed a practically-oriented concept for this training day, including skills training in relevant procedures to increase the student's knowledge of surgery, and subsequently to encourage them to chose a surgical career. Early exposure of medical students to a surgical discipline has previously been shown to increase their willingness to choose surgery or a surgical specialty as their professional aim.…”

A Model of Basic Surgical Skills Course to Supplement the Training of Foundation-Year Doctors by Efficient Use of Local Resources

“…Our findings of a significant improvement in the MCQ score and level of confidence and practical skills are similar to Bauer et al, describing a model of teaching surgical skills to medical students. 14 The teaching methods used in this course conform to Fitts and Posner's practical skills acquisition, which comprises three phases: cognitive, associative and autonomous phases. Initially learners identify and develop the component parts of the skill by the formation of a mental picture.…”