Introducing In Vivo Dissection Modules for Undergraduate Level Trainees: What Is the Actual Benefit and How Could We Make It More Efficient?

Abstract

Essential Skills in the Management of Surgical Cases (ESMSC) is an international wet lab simulation course aimed at undergraduate students. It combines basic science workshops, case-based lectures and ex vivo skills modules, as well as in vivo dissections using a swine model. This study aims to evaluate the effectiveness of high-fidelity In Vivo Simulation-Based Learning for undergraduate level trainees. Also our goal was to compare the skill-based performance of final year students vs. more junior-level ones. Forty undergraduate delegates at clinical rotation level (male = 28, female = 12, mean age = 23.12, 22-24, SD = 0.69) attended this 2-day course in Athens. = 1 (2.5 %) was year 3, = 4 (10 %) were year 4, = 23 (57.5 %) were year 5 and = 12 (30 %) were year 6. = 30 (75 %) came from Hellenic universities, = 8 (20 %) from the UK and = 2 (5 %) from Germany. = 20 (50 %) attended the in vivo dissections module first, and then the ex vivo one (type A rotation), whereas = 20 followed the reverse training sequence with the ex vivo dissection first, followed by the in vivo one (type B rotation). The mean global rating scores for type A rotation were better in both the in vivo by 0.10 (2.40 vs. 2.30) and ex vivo modules by 0.15 (2.85 vs. 2.70), though it did not reach statistical significance ( > 0.05). Furthermore, the mean improvement of performance, in the laparoscopic skills station for the type A rotation, was better compared to type B by 0.351 (2.00 vs. 1.65, = 0.003). Year 6 students performed better in the laparoscopic station (2.00 vs. 1.75, = 0.059), whereas years 3, 4 and 5 performed better in the in vivo (2.42 vs. 2.16, = 0.157) as well as the ex vivo dissections (2.78 vs. 2.75, = 0.832), though none of those comparisons reached statistical significance. Delegates seemed to appreciate and enjoy the in vivo dissections as reflected in the feedback (8.67/10, min = 6 and max = 10, SD = 1.79). Although medical students seem to appreciate in vivo dissections modules, currently, further evidence is needed to support their recommendation in the undergraduate level. Surgical skills should be part of the undergraduate curriculum to improve final year students' performance in the theatre.

Student Views on a Novel Holistic Surgical Education Curriculum (iG4): A Multi-national Survey in a Changing Landscape

“…virtual hospital or wet laboratory in vivo SBL) are gaining popularity as the highlights of the ESMSC setup. Such findings are further supported by previous studies concluding that in vivo simulation at the undergraduate level is indeed a valuable tool for inspiring and supporting aspiring surgeons (15,16).…”

“…The ESMSC Marathon Course ™ (esmsc.gr) was established in 2013. Curriculum evolution was based on a dynamic multifaceted model which incorporated input from students and faculty feedback (F) (8), objective performance outcomes (OO) (12,(14)(15)(16), validated questionnaires on educational environment (V) (9), expert opinions (E) (13) and literature reviews (L) (10,11). This approach has been previously described as the FOOVEL model (1).…”

Optimizing engagement of undergraduate students in medical education research: The eMERG training network

“…From a pool of 45 eligible applications, 12 students were selected to be part of the pilot eMERG concept. Objective research outcomes include 8 published papers [ [6] , [7] , [8] , [9] , [10] , [11] , [12] , [13] ] and 3 submitted in MEDLINE indexed journals. 5 oral presentations were also accepted in US and European international conferences.…”

Developing a novel international undergraduate surgical masterclass during a financial crisis: our 4-year experience

“…While the teaching potential of in vivo simulation is limited owing to the junior level of delegates,23 it is still proven to provide motivational and educational benefit,15 providing one of the closest environments to the operating table medical students can experience. Therefore, its role in course is both to inspire as well as to offer an extra step in the undergraduate surgical education.…”