The Usefulness of the Surgical Knowledge and Skills Acquired via the University Curriculum for Doctors’ Medical Practice Several Years After Graduation

Pomeranian Journal of Life Sciences

Szlosser

Puchalski

2020

Self Cite

Introduction: Modifications to teaching medicine introduced 5 years ago consisted of abolishing the internship, changing the surgical curriculum in the last year of studies by introduction of a so called “practical year”. The objective of this study was investigating how the practical year was undertaken at the Pomeranian Medical University in Szczecin in the academic year 2017/2018.Materials and methods: A study was carried in a group of154 students of the 6th year of Faculty of Medicine, just before the final test-exam in surgery. The questionnaire used in the study consisted of 11 closed questions concerning the organization, course, and accomplishment of the provided program.Results: The questionnaire results show that the assumed aim of the curriculum, which was a skill/competency-orientedteaching of surgery, was half executed. Students were insufficiently engaged in typical doctor’s activities. One-half of them considered their practical-year as no different from classes practiced in the previous years. Ward-round teaching and the performance of manual skills was considered the most valuable portion of the surgical curriculum. Seminars were scored the lowest, as the least useful. Organization of the classes and the engagement of tutors were evaluated positively by the majority of students. The results of this survey show the grade of accomplishment of the assumed educative aims in teaching surgery in the practical year, and have revealed some drawbacks, which should translate into an improvement of teaching in the forthcoming years.Keywords: surgical curriculum; undergraduate medical education; teaching methods; teaching outcome measures.

Section: Discussionmentioning

confidence: 95%

An assessment of surgical curriculum on “practical year” by students of Pomeranian Medical University in Szczecin

Pomeranian Journal of Life Sciences

Szlosser

Puchalski

2020

Self Cite

“…However, as it has been already mentioned, the real value of this experience for future professional practice is limited. The results of an inquiry performed among doctors, several years after graduation and in the course of various specialties, show that "operative theatre experience" acquired during surgical curriculum was not useful in their actual daily practice [4].…”

Section: Teaching In the Operative Theatrementioning

confidence: 99%

“…This occurs frequently because doctors carrying on classes are simultaneously engaged in their clinical duties involving narrow clinical disciplines and have no time for trivial ward rounds. Unfortunately, there is a trend to consider this way of teaching (ward rounds, outpatient clinic) boring and out of fashion, even if scientific evidence deny this opinion [4,10].…”

Section: The Contence Of Transferred Knowledgementioning

confidence: 99%

Teaching surgery – a review

Pomeranian Journal of Life Sciences

2019

Introduction: Teaching medicine is a specific task consisting of transferring current medical knowledge and rules of medical practice to students. Teaching surgery traditionally includes acquiring manual skills. This article touches several issues concerning surgical education (curriculum) in the course of medical studies. Attention was paid to the specificity of operative room experience, risk of intimidation, anxiety provocation, and potential benefits. The factors which motivate surgeons to engage in teaching students were discussed.Conclusions: It was noticed that the range and methods of transferring medical knowledge during medical studies (the curriculum) frequently does not comply with the requirements of future medical practice. The usefulness of frequent everyday testing of acquired knowledge was emphasised. Unreasonable hopes relevant to the introduction of novel techniques of teaching medicine in training centres with skills learning on dummies and simulators were questioned. The importance of ward-round sand simple manual skills teaching was emphasised.

“…Following this line of thinking, one could question the teaching of many other subjects that are traditionally included in medical studies: most of the knowledge and skills taught via the university curriculum aren't useful in daily practice in a specific speciality. There are many beneficial effects to so-called "skill-oriented teaching" in medical studies, even if the particular proficiencies aren't practiced in future professional life [7,15,21,22]. There is also evidence that participation in such training inclines students to choose a surgical discipline as a future speciality [7,15,22].…”

Section: Assessment Of Simulation-based Trainingmentioning

confidence: 99%

Undergraduate microsurgical training: a preliminary experience

Handchir Mikrochir plast Chir

Szlosser

Puchalski

2019

Self Cite

Microsurgical training is organised almost exclusively in a post-graduate setting, usually for residents of various surgical specialities. The aim of this study was to present an undergraduate microsurgical training model directed toward medicine students of clinical years. Curriculum design and results. Two six-participant groups of students interested in training were recruited. The programme consisted of 15 three-hour classes (2 hours’ work under the microscope) and divided into basic and advanced training parts. The simulation model used in this course was a chicken thigh. The basic training programme consisted of placing sutures on a latex glove followed by preparation of a chicken thigh neurovascular bundle and performing femoral nerve and artery anastomoses. The advanced part of the training consisted of practising the acquired skills and the introduction of new techniques such as end-to-side arterial anastomosis, artery and nerve repair with vein conduit. A “6-stitches test” was used as an outcome measure of the acquired microsurgical skills. After 15 weeks and 30 hours of training and performing 31 anastomoses the undergraduate microsurgical course was completed. Conclusion The results of this study show that the undergraduate, facultative microsurgical training is effective in acquiring microsurgical skills, competence and confidence for participating students