Designing a Plastic and Reconstructive Surgery Virtual Curriculum (PRSVC): Assessment of Medical Student Knowledge, Surgical Skill, and Community Building

Abstract

Background:The COVID-19 pandemic displaced medical students from their rotations and into virtual classrooms. The authors aimed to develop a virtual curriculum with the goals for students to gain knowledge in plastic surgery, to acquire technical skills, and to be able to promote community. Methods: The authors developed a 4-week educational curriculum of topics in plastic surgery using the American Society of Plastic Surgeons Resident Education Curriculum and an online plastic surgery curriculum. Virtual flipped classroom case discussions and weekly surgical skills workshops were offered. Precourse and postcourse surveys were administered, and results were analyzed using IBM SPSS Statistics version 25.0. Results: Three hundred three medical students and recent graduates enrolled in the course in June of 2020. One hundred eighty-two students completed the precourse survey (60 percent response rate), and of those, 50.0 percent (n = 91) completed the postcourse survey for paired comparison. Students reported significant improvement in confidence discussing the relevant anatomy, workup, and surgical approaches to clinical cases, in addition to confidence in knowledge of all topic areas (p < 0.001). Confidence in suturing and knot-tying techniques improved significantly among workshop participants (p < 0.001). Students applying to residency programs this cycle felt significantly more prepared for subinternships (p < 0.001) and significantly more connected to the community of applicants (p < 0.001). Conclusions:The Plastic and Reconstructive Surgery Virtual Curriculum improved knowledge, surgical skills, and community in the field among medical student participants. This course may serve to provide a framework for structured virtual learning activities for students interested in plastic surgery and may have significant long-lasting utility for students interested in the field.

In-person, Hybrid, and Virtual Grand Rounds in Plastic Surgery: Impact and Participant Perceptions

“…Reassuringly, however, virtual educational formats, while less preferred among attendees, have facilitated successful knowledge retention in other settings. 9,10 We also observed a significant improvement in the geographic diversity of speakers with the implementation of virtual grand rounds. This was largely due to greater flexibility and convenience for speakers, who did not need to coordinate travel or contend with budgetary restrictions for travel compensation.…”

#PRS: A Study of Plastic Surgery Trends With the Rise of Instagram

“…These last few years have increased the popularity of visual educational resources and online virtual curriculum spread primarily through Instagram. 20 , 21 Initiatives like “PRS MedEd” use virtual webinar lecture series as supplemental courses for students interested in learning about plastic surgery topics. 22 Instagram has eased the ability to connect with students, residents, and established plastic surgeons, with many researchers in their studies identifying useful ways to integrate the platform into various practice settings.…”

Workplace Bias Affecting Applicants to Independent Plastic Surgery Residencies

“…The Plastic Surgery Virtual Curriculum, which is currently suited for medical students, has been successful in increasing confidence, preparedness, and feeling connected to the greater community of integrated plastic surgery applicants. 23 Such a program, tailored to the specific needs of independent applicants, may similarly connect them with like-minded residents passionate about plastic surgery and reduce the stress of bias they may encounter.…”