Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883–2014

Abstract

There have been at least 10 major revisions of the medical curriculum since the inauguration of the Faculty of Medicine at the University of Sydney in 1883. This study traced the evolution of the teaching of surgery at our institution by examination of the set curriculum of each period; the expectations of student knowledge in the final examination as well as examining some of the insights provided by past students of their surgical experience through their writings. In the early years, medical graduates were qualified to perform operative surgery without any further training, whereas the modern postgraduate medical curriculum provides students with the basis for further surgical training.

Re: Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883–2014

“…We read with interest the article by Toh et al 1 and we agree that there is an increasing tendency to let radiological imaging rather than clinical findings dictate patient management. We herein briefly depict a case which further illustrates the value of clinical assessment when considering the implication of concerning radiological findings.…”

Skills for the aspiring surgeon in Australia: A needs assessment

“…Surgical training is a long process and requires incremental and continual development of competencies and surgical skills. The pathway to becoming a surgeon in Australia has changed significantly in the last decade and differs markedly from other countries (Brown & Storey, 2016). After completing internship, aspiring surgeons are increasingly required to complete a number of years of employment in a senior surgical position as either a senior resident medical officer (SRMO) or an "unaccredited" surgical registrar before being accepted onto a surgical education and training (SET) program.…”

An intensive anatomy by whole‐body dissection elective: A longitudinal study

“…This trend has been accompanied by a reduction in dedicated anatomy medical curricula teaching hours within the modern medical curricula (Bergman et al, 2011; Craig et al, 2010; Elizondo‐Omaña et al, 2005; Jeyakumar et al, 2020; Kerby et al, 2011; Leung et al, 2006; McLachlan et al, 2004; McLachlan & Patten, 2006; Pawlina & Lachman, 2004; Ramsey‐Stewart et al, 2010; Topp, 2004; Turney, 2007). The impact on anatomy content and delivery within the adoption of time‐poor, four‐year graduate medical programs is well documented (Brown & Storey, 2016; Chapuis et al, 2010; Eizenberg & Chapuis, 2014). Anatomy teaching within the modern medical curriculum emphasizes the teaching of systemic anatomy, rather than teaching relational 3‐dimenstional relationships and the understanding of tissue planes.…”

“…Anatomy teaching within the modern medical curriculum emphasizes the teaching of systemic anatomy, rather than teaching relational 3‐dimenstional relationships and the understanding of tissue planes. The aim is to provide medical graduates with a confident foundation for further specialist postgraduate surgical or procedural based specialty training (Brown & Storey, 2016; Chapuis et al, 2010; Eizenberg & Chapuis, 2014).…”

“…. The impact on anatomy content and delivery within the adoption of time-poor, four-year graduate medical programs is well documented (Brown & Storey, 2016;Chapuis et al, 2010;Eizenberg & Chapuis, 2014). Anatomy teaching within the modern medical curriculum emphasizes the teaching of systemic anatomy, rather than teaching relational 3-dimenstional relationships and the understanding of tissue planes.…”