Has the Bachelor of Surgery Left Medical School?—A National Undergraduate Assessment

Lee, Matthew J.; Drake, Thomas M; Malik, Tom; O’Connor, Timothy E.; Chebbout, R.; Daoub, Ahmed; Wild, Jonathan

doi:10.1016/j.jsurg.2016.01.005

Cited by 27 publications

(22 citation statements)

References 9 publications

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“…This lack of harmonisation, means that students are not afforded equal training opportunities, ultimately leading to discrepancies in preparedness for surgical posts as identified by Lee et al 2016 4. We concluded that important factors have progressively contributed towards the current state of affairs; the principle one being that medical schools are constrained for time.…”

Section: Discussionmentioning

confidence: 71%

“…The necessity to re-evaluate the effectiveness of current curricula is not solely based on increasing financial and time pressures, but also derives from poor satisfaction levels with surgical teaching as reported by medical students 3. Overall, this points to a systemic problem which contributes to newly qualified doctors feeling less prepared for jobs in surgical specialities when compared with medical specialities 4. Furthermore, the Royal College of Surgeons (RCS) has recently published ‘Future of Surgery’, a report setting out a vision in view of the latest challenges for surgical training in the UK 5.…”

Section: Introductionmentioning

confidence: 99%

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Retrospective qualitative study evaluating the application of IG4 curriculum: an adaptable concept for holistic surgical education

et al. 2020

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ObjectivesFaced with a costly and demanding learning curve of surgical skills acquisition, the growing necessity for improved surgical curricula has now become irrefutable. We took this opportunity to formulate a teaching framework with the capacity to provide holistic surgical education at the undergraduate level.SettingData collection was conducted in all the relevant healthcare centres the participants worked in. Where this was not possible, interviews were held in quiet public places.ParticipantsWe performed an in-depth retrospective evaluation of a proposed curriculum, through semi-structured interviews with 10 participants. A targeted sampling technique was employed in order to identify senior academics with specialist knowledge in surgical education. Recruitment was ceased on reaching data saturation after which thematic data analysis was performed using NVivo 11.ResultsThematic analysis yielded a total of 4 main themes and 29 daughter nodes. Majority of study participants agreed that the current landscape of basic surgical education is deficient at multiple levels. While simulation cannot replace surgical skills acquisition taking place in operating rooms, it can be catalytic in the transition of students to postgraduate training. Our study concluded that a standardised format of surgical teaching is essential, and that the Integrated Generation 4 (IG4) framework provides an excellent starting point.ConclusionsThrough expert opinion, IG4 has been validated for its capacity to effectively accommodate learning in a safer and more efficacious environment. Moreover, we support that through dissemination of IG4, we can instil a sense of motivation to students as well as develop robust data sets, which will be amenable to data analysis through the application of more sophisticated methodologies.

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Section: Discussionmentioning

confidence: 71%

Section: Introductionmentioning

confidence: 99%

Retrospective qualitative study evaluating the application of IG4 curriculum: an adaptable concept for holistic surgical education

et al. 2020

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“…Medical students across the United Kingdom (UK) report poor satisfaction with surgical teaching and inadequate preparation for surgical rotations during the Foundation Programme (FP) [1,2]. There is a lack of undergraduate experience in surgical settings, primarily due to a shift in emphasis towards acquiring other attributes, such as communication skills, and fulfilment of governmental mandates on recruiting general practitioners [3,4].…”

Section: Introductionmentioning

confidence: 99%

Surgical Skills Day: Bridging the Gap

Lee¹,

Priest²,

Wellington³

et al. 2020

Cureus

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Background The General Medical Council (GMC) requires all newly qualified doctors to be competent in certain surgical skills, including the provision of basic wound closure. Yet there is a profound lack of undergraduate competence in, and exposure to, basic surgical skills such as wound closure. The Surgical Skills Day (SSD) aimed to provide medical students with additional skills training. Methods Student self-assessment and instructors' assessment forms were completed prior to and following a workshop on basic wound closure skills. Paired t-tests was used to statistically compare the two pre and post-instruction data sets. Results A total of 46 students attended the SSD; 29 consented to the skills assessment. 100% (n = 29) self-reported improved competency in at least one of the skills following tuition (p < 0.001). Instructors' assessment agreed that 100% (n = 29) of students improved in at least one of the skills assessed (p < 0.001). 100% of the attendees agreed that additional practical surgical skills should be incorporated into the undergraduate curriculum. 64% (n = 21) of students also confirmed that they were more likely to pursue a career in surgery following the SSD. Conclusion Current clinical teaching in basic suturing is unsuitable for long term retention. SSDs can improve skills acquisition and elevate student confidence. This data builds on our previous work by documenting the high efficacy in skills acquisition as a result of SSD tuition. We recommend that SSDs be integrated into medical school curricula in order to address shortcomings in current undergraduate programmes.

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“…There is increasing evidence that suggest medical students do not receive enough training in basic surgical skills. In a national review of surgical skills training in the United Kingdom, it was revealed that medical schools provide minimal basic surgical skills training and that the newly qualified doctors are at risk of being unable to safely perform simple surgical procedures ( 3 , 4 ). There is also evidence from Europe and Australia that indicate medical schools do not provide sufficient surgical skills learning opportunities for undergraduates ( 5 ).…”

Section: Introductionmentioning

confidence: 99%

Can We Use Peer-Assisted Learning to Teach Basic Surgical Skills?

Ong

Lew

Cheong

et al. 2020

MJMS

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Background: It is reported that medical students do not receive adequate opportunities to learn surgical skill and are at risk of being unable to perform simple surgical procedures safely. The usefulness of peer-assisted learning (PAL) as a tool to assist in delivering surgical skills training is worth exploring. Methods: This is a randomised single blinded controlled trial. Fourth-year students from the university’s Surgical Society were asked to volunteer as peer tutors and those in 3rd-year were asked to undertake surgical skills training. A cohort of 35 students were selected and randomised to receive basic surgical skills training conducted either by faculty members or peers. The students’ performance of basic suturing skills was assessed using a checklist, through directly observed procedural skills (DOPS) technique. The assessment was conducted by faculty blinded to the training. Students’ perception to surgical skills training was assessed using a questionnaire survey. Results: The suturing and knotting skills of students learned from their peers was comparable to that acquired from faculty. The students’ perceived that their peers could conduct surgical skills training similar to their faculty. Conclusion: PAL approach for basic surgical skills training is as effective as faculty-led training. PAL has the potential to optimise the delivery of surgical skills training in undergraduate medical education.

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Has the Bachelor of Surgery Left Medical School?—A National Undergraduate Assessment

Cited by 27 publications

References 9 publications

Retrospective qualitative study evaluating the application of IG4 curriculum: an adaptable concept for holistic surgical education

Retrospective qualitative study evaluating the application of IG4 curriculum: an adaptable concept for holistic surgical education

Surgical Skills Day: Bridging the Gap

Can We Use Peer-Assisted Learning to Teach Basic Surgical Skills?

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