Training praktischer Fertigkeiten in der Chirurgie – Ein Ausbildungskonzept für Studierende

Rüsseler, Miriam; Weber, Regina; Braunbeck, A.; Flaig, W A.; Chirurgie, Lehrteam des Zentrum; Marzi, Ingo; Walcher, Felix

doi:10.1055/s-0030-1247355

Cited by 35 publications

(32 citation statements)

References 19 publications

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“…The training of practical skills at our skills lab, conducted in small groups of six students per tutor, has been shown to ensure the students have the necessary surgical skills before the start of clinical training and is, therefore, a useful addition to the existing lessons given at hospitals [12]. Prior to their surgical training week, students were allocated to one of the small learning groups by the deanery, independent of the authors and independent of study participation.…”

Section: Methodsmentioning

confidence: 99%

Impact of the teaching method of the rub-in technique for learning hygienic hand disinfection in medical studies: a comparative effectiveness analysis of two techniques

Sakmen

Sterz

Stefanescu

et al. 2019

GMS Hygiene and Infection Control; 14:Doc17

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Section: Methodsmentioning

confidence: 99%

Impact of the teaching method of the rub-in technique for learning hygienic hand disinfection in medical studies: a comparative effectiveness analysis of two techniques

Sakmen

Sterz

Stefanescu

et al. 2019

GMS Hygiene and Infection Control; 14:Doc17

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“…All third year undergraduate medical students who were completing their obligatory surgical internship (including a skills lab week with various modules [29] that covered each surgical department as well as basic surgical skills) were invited to participate. The students were informed about the type and process of the study and gave their written consent for participation, which they could withdraw at any time, including the ability to voluntarily choose to have their performance video recorded.…”

Section: Methodsmentioning

confidence: 99%

Conveying practical clinical skills with the help of teaching associates—a randomised trial with focus on the long term learning retention

et al. 2017

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Background: Ensuring that all medical students achieve adequate clinical skills remains a challenge, yet the correct performance of clinical skills is critical for all fields of medicine. This study analyzes the influence of receiving feedback by teaching associates in the context of achieving and maintaining a level of expertise in complex head and skull examination. Methods: All third year students at a German university who completed the obligatory surgical skills lab training and surgical clerkship participated in this study. The students were randomized into two groups. Control group: lessons by an instructor and peer-based practical skills training. Intervention group: training by teaching associates who are examined as simulation patients and provided direct feedback on student performance. Their competency in short-and long-term competence (directly after intervention and at 4 months after the training) of head and skull examination was measured. Statistical analyses were performed using SPSS Statistics version 19 (IBM, Armonk, USA). Parametric and non-parametric test methods were applied. As a measurement of correlation, Pearson correlations and correlations via Kendall's-Tau-b were calculated and Cohen's d effect size was calculated. Results: A total of 181 students were included (90 intervention, 91 control). Out of those 181 students 81 agreed to be videotaped (32 in the control group and 49 in the TA group) and examined at time point 1. At both time points, the intervention group performed the examination significantly better (time point 1, p = <.001; time point 2 (rater 1 p = .009, rater 2 p = .015), than the control group. The effect size (Cohens d) was up to 1.422. Conclusions: The use of teaching associates for teaching complex practical skills is effective for short-and long-term retention. We anticipate the method could be easily translated to nearly every patient-based clinical skill, particularly with regards to a competence-based education of future doctors.

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“…The lecture series is part of the surgical curriculum for undergraduate medical students at Frankfurt Medical Faculty [32]. It takes place twice a year over an 8-week period for 4th year students in a six-year program.…”

Section: Methodsmentioning

confidence: 99%

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

et al. 2016

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BackgroundLectures remain an important teaching method to present and structure knowledge to many students concurrently. Adequate measures are necessary to maintain the quality of the lectures. The aim of this study was to determine the impact on the lecture quality using written structured feedback and to compare the ratings of surgical lectures between students and surgical peers.MethodsProspective analysis of two consecutive surgical lecture series for undergraduate students at Goethe-University Medical School was performed before and after evaluation of the lecturers via independent written feedback from trained undergraduate students and surgeons. The 22-item feedback instrument covered three areas of performance: content, visualization, and delivery. Additional suggestions for improvement were provided from both students and surgical peers who anonymously attended the lectures. The lecturers, experienced surgeons, as well as the student and peer raters were blinded in terms of the aim and content of the study. Their response to the feedback was collected using a web-based 13-item questionnaire.The Kendall’s-W coefficient was computed to calculate inter-rater reliability (IRR). Differences between ratings before and after feedback were analyzed using Student’s t-test for dependent samples. The Kolmogorov-Smirnov-test was used for independent samples.ResultsA total of 22 lectures from a possible 32 given by 13 lecturers were included and analyzed by at least three surgeons and two students. There were significant improvements in overall score as well as in the details of 9 of the 13 items were found. The average inter-rater reliability was 0.71. There were no differences in the ratings as a function of the rater’s level of expertise (peers vs. students).We found that 13/23 lecturers (56.5%) answered the questionnaire, and 92% strongly agreed that the written feedback was useful. 76.9% of the lecturers revised their lecture based on the written feedback requiring on average 112.5 min (range from 20 to 300 min).ConclusionsOverall, this study indicates that structured written feedback provided by trained peers and students that is subsequently discussed by the lecturers concerned is a highly effective and efficient method to improve aspects of lecturing. We anticipate that structured written feedback by trained students that is discussed by the lecturers concerned will improve lecturing.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0806-y) contains supplementary material, which is available to authorized users.

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Training praktischer Fertigkeiten in der Chirurgie – Ein Ausbildungskonzept für Studierende

Abstract: A standardised training can help in the provision of basic surgical skills to all undergraduate medical students.

Cited by 35 publications

References 19 publications

Impact of the teaching method of the rub-in technique for learning hygienic hand disinfection in medical studies: a comparative effectiveness analysis of two techniques

Impact of the teaching method of the rub-in technique for learning hygienic hand disinfection in medical studies: a comparative effectiveness analysis of two techniques

Conveying practical clinical skills with the help of teaching associates—a randomised trial with focus on the long term learning retention

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

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