The Surgical Skills and Technology Elective Program (SSTEP): A comprehensive simulation-based surgical skills initiative for preclerkship medical students

Karmali, Riaz J.; Siu, Jennifer; You, Daniel; Spano, Stefania; Winthrop, Andrea; Rudan, John F.; Reznick, Richard K.; Sanfilippo, Anthony T.; Belliveau, Paul

doi:10.1016/j.amjsurg.2017.09.012

Cited by 31 publications

(9 citation statements)

References 23 publications

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“…It was notable that 76% of the students agreed or strongly agreed that they felt prepared to start their surgical clerkship after completion of our course, compared to zero students at the start of the course. This is in line with prior literature, which have shown that introductory surgical workshops increase medical students’ confidence to start their surgical rotations or sub-internships [ 4 , 55 , 56 ]. Moreover, evidence exists that these improvements may persist into third-year surgical rotations.…”

Section: Discussionsupporting

confidence: 91%

Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills

Harris

Gao

et al. 2022

Med.Sci.Educ.

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Background There is increasing evidence that students are completing medical school with insufficient surgical education. Near-peer tutoring and flipped classroom formatting may be used to enhance learning while simultaneously relieving faculty burden of teaching. Here, we qualitatively evaluate a 3-month course that integrates the use of near-peer teaching and flipped classroom formatting, with the goal of increasing first-year medical students’ self-perceived confidence in performing basic sutures and knot-ties as well as interest in surgery. Methods Twenty-one first-year medical students participated in a suturing and knot-tying course led by senior medical students. The course consisted of 2-h sessions held every 2 weeks for a total of five sessions. Students were sent publicly available videos prior to each session by which to learn the upcoming techniques and received live feedback from instructors during sessions. Questionnaires were completed pre-course and post-course. Results Compared to pre-course ratings, post-course ratings of self-perceived confidence to perform various knot-ties and sutures all increased significantly ( p < 0.05). All students stated that the course strengthened their desire to pursue a career in surgery. Student feedback of the course was overall positive. Conclusions Near-peer teaching can be used in conjunction with flipped classroom to increase first-year medical students’ self-perceived confidence in surgical suturing and knot-tying as well as interest in surgery. This curriculum may serve as an outline for student-led courses at other institutions.

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Section: Discussionsupporting

confidence: 91%

Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills

Harris

Gao

et al. 2022

Med.Sci.Educ.

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“…3 With these trends, there is a need to ensure students are comfortable with technology in order to support medical students as they transition from clerkship into residency and their medical practice. 13,24,39 With the increasing reliance on technology, there is also a greater potential for technology use to impact career decisions. As student experiences and opinions of technology can impact future practice habits, it is useful to assess how medical students work with and view technology during their medical training.…”

Section: Discussionmentioning

confidence: 99%

Technology readiness of medical students and the association of technology readiness with specialty interest

2021

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Background: Technology readiness (TR) is a construct which characterizes an individual’s propensity to utilize new technology. Despite increased technology use in healthcare, limited data exists on medical student TR and the relation of TR with specialty interest. This study assesses the TR of 2nd year medical students and its association with specialty interest. Methods: Respondents completed a survey assessing their most preferred specialty, specialty interests, and technology readiness using a 5-point Likert scale. Using Chi-square analysis, we examined the relation between demographics, TR, and specialty interest. Results: This study obtained a 45.7% (n = 53/116) response rate demonstrating that 79.2% (n = 42/53) of students were “technology ready.” Male students were more likely to be technology ready (95.2%, n = 20/21, vs 68.8%, n = 22/32, p = 0.02) when compared to female students. Technology ready students were associated with being more interested in “Technology-Focused” specialties compared to students who were not technology ready (88.5%, n = 23/26 vs 70.4%, n = 19/27, p = 0.104). Conclusions: As a cohort, most medical students were technology ready. It is inconclusive if technology ready students are more likely to be interested in technology-focused specialties due to the limited sample size of this study, although with an increased sample size, an improved understanding on technology readiness and its potential impact on student specialty interest may be obtained. Furthermore, knowledge of TR may aid in developing targeted technology-based education programs and in improving remedial approaches for students who are less comfortable with new technology.

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“…This is despite the GMC requiring all newly qualified doctors to be competent in technical skills/procedures [5]. Critically, this highlights the growing demand and need for surgical skills workshops, which have been shown to stimulate interest in surgery in medical student cohorts, and provide an opportunity to practice basic surgical skills [7,8].…”

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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The Surgical Skills and Technology Elective Program (SSTEP): A comprehensive simulation-based surgical skills initiative for preclerkship medical students

Cited by 31 publications

References 23 publications

Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills

Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills

Technology readiness of medical students and the association of technology readiness with specialty interest

Surgical Skills Day: Bridging the Gap

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