Determining Undergraduate Curriculum Content in Plastic Surgery

Prater, Marsha; Smith, David J.

doi:10.1097/00006534-198909000-00028

Cited by 16 publications

(6 citation statements)

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“…The role of plastic surgery in the undergraduate medical curriculum has been considered in four publications during the last 20 years. Prater & Smith (1989) circularized surgical educators, plastic surgeons and a group of medical graduates who had been qualified for 9 years in the USA and Canada. The respondents were asked to state the knowledge and clinical skills related to plastic surgery which they considered to be essential for the undergraduate medical curriculum.…”

Section: Discussionmentioning

confidence: 99%

Teaching plastic surgery to medical students

Porter¹,

Rayner²,

Fenton³

1992

Medical Education

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A plastic surgery syllabus for third-year medical students is described. It is intended for a teaching programme in which plastic surgery is integrated into the surgical teaching on the same basis as the other surgical specialties. The syllabus was designed to concentrate on aspects of plastic surgery relevant to the needs of undergraduates. An audit of the teaching showed that the students were readily interested and considered the teaching to be relevant to their examinations and to their future as doctors. A survey of all plastic surgery centres in the British Isles showed that similar teaching was being undertaken in 11 centres out of 51.

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Section: Discussionmentioning

confidence: 99%

Teaching plastic surgery to medical students

Porter¹,

Rayner²,

Fenton³

1992

Medical Education

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“…The Internet is an educational resource but the volume of information available limits its value. Many of the websites relating to plastic surgery are of high visual quality (Van Heijningen, Mannaerts, Blondeel & Spauwen, 1998) but are these sites the most appropriate to integrate into a medical curriculum (Prater & Smith, 1989)? In this short study we aimed to see if we could provide some insight into how to optimise the educational value of the Internet for undergraduates studying plastic surgery, as this is an area of significant interest in medical education (Shazly, Mohamed & Maiwald, 2000).…”

Section: How Does One Find Select and Organise Educationally Approprmentioning

confidence: 99%

It takes more than metadata and stories of success: Understanding barriers to reuse of computer facilitated learning resources

McNaught

Burd

Whithear

et al. 2003

AJET

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A national study in Australia in the late 1990s explored barriers to the adoption and reuse of computer facilitated learning (CFL) in Australian universities. These barriers will be summarised. One of these barriers is that it is hard to find information on courseware that is educationally sound; usually such courseware is expensive to produce and so reuse is especially desirable. However, even when information and access to electronic courseware exists, reuse may still not occur. Two cases will be described to illustrate the complexity of reuse. These cases are: 1) a collection of 169 plastic surgery websites; and 2) an international consortium of veterinary microbiology resources based on a well-evaluated case study design. Some strategies for improving reuse are suggested. Just what is this paper about?One of the conference themes is the 'Navigators' log'. The suggestions there for paper orientations are: positive learning experiences, teaching innovations that worked, case studies, successful use of the web and learning technologies, successful course creation and pedagogical dimensions, educational design tools for learning, and exemplary projects. This paper will be within this theme BUT will not have success as the main focus; it will concentrate on issues and concerns -more on what did NOT work than on what did. Successful projects are often reported in glowing terms and the issues and concerns that arise from them are not explored in

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“…17,23–27 A study from the United Kingdom reports two major reasons: distortion of the field by social media exposure and lack of specialty exposure through curriculums, the latter being a longstanding issue across multiple institutions. 28–31 The reliance on exposure is even more important for students without home programs. 32…”

Section: Introductionmentioning

confidence: 99%

Medical Students’ Exposure to Plastic Surgery: A Cross-sectional Review of Scholarly and Academic Opportunities

Antezana

Xie

Weissler

et al. 2022

Plastic and Reconstructive Surgery - Global Open

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Background: Specialty exposure is most influential in a medical student’s decision to pursue plastic surgery training. We aimed to understand what opportunities exist for students through national plastic surgery organizations. Methods: The American Board of Plastic Surgery, American Society of Plastic Surgeons, and The Aesthetic Society provide online lists of related organizations. Cross-referencing lists yielded 47 unique organizations. Screening for presence of annual meeting and relevance to student and resident education yielded 14 organizations. Bylaws/web-domains were reviewed for information related to the annual meeting, leadership opportunities, membership, grants, and travel scholarships. If available, previrtual/in-person and virtual meeting prices were collected. Lastly, discrepancies between webpage information and phone/email correspondence were noted. Results: All (100%) organizations welcomed students at annual meetings. Eleven promoted student presentation/submission. Average student registration fee was $109.3 ± SD$136.5 compared with $181.20 ± SD$157.20 for residents. Of organizations providing previrtual and virtual pricing (n = 10, 71.4%), there was an average price reduction in student registration of $92 (range: $0–375). Average student membership was $31.70/year ± SD $45.50 compared with $38.80 per year ± SD $65.90 for residents. The percentages of organizations offering student research grants, travel scholarships, and national student leadership were 21.4% (n = 3), 35.8% (n = 5), and 28.6% (n = 4) respectively. No organizations had student chapters/committees. All organizations (100%) contained at least one discrepancy between webpage/bylaw and email/phone. Conclusions: Our results suggest that although national opportunities seem to be limited, a role exists for further engagement, with interested students eager to take the initiative. Virtual conferences present a lower-cost alternative for students and residents.

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Determining Undergraduate Curriculum Content in Plastic Surgery

Cited by 16 publications

References 0 publications

Teaching plastic surgery to medical students

Teaching plastic surgery to medical students

It takes more than metadata and stories of success: Understanding barriers to reuse of computer facilitated learning resources

Medical Students’ Exposure to Plastic Surgery: A Cross-sectional Review of Scholarly and Academic Opportunities

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