Training Surgical Residents: The Current Canadian Perspective

Geoffrion, Roxana; Choi, Jae Won; Lentz, Gretchen M.

doi:10.1016/j.jsurg.2011.05.018

Cited by 21 publications

(13 citation statements)

References 31 publications

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“…It reflected on students understanding of the challenges in curriculum to accommodate a longer rotation and the lack of sufficient hospital allocations for continually increased student intake [18, 19]. Regardless of the clinical rotation period, the exposure to a plastic surgery ward would give medical students the opportunity to observe a range of pathologies including lumps, ulcers, pressure sores, lymphadenopathy, head and neck masses, burns, and soft tissue injuries.…”

Section: Discussionmentioning

confidence: 99%

Plastic Surgery Inclusion in the Undergraduate Medical Curriculum: Perception, Challenges, and Career Choice—A Comparative Study

Farid

Vaughan

Thomas

2017

Plastic Surgery International

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Objective The undergraduate medical curriculum has been overcrowded with core learning outcomes with no formal exposure to plastic surgery. The aim of this study was to compare medical students from two educational settings for the basic understanding, preferred learning method, and factors influencing a career choice in plastic surgery. Design and Setting A prospective cohort study based on a web-based anonymous questionnaire sent to final year medical students at Birmingham University (United Kingdom), McGill University (Canada), and a control group (non-medical staff). The questions were about plastic surgery: (1) source of information and basic understanding; (2) undergraduate curriculum inclusion and preferred learning methods; (3) factors influencing a career choice. A similar questionnaire was sent to non-medical staff (control group). The data was analysed based on categorical outcomes (Chi-square χ2) and level of significance p ≤ 0.05. Results Questionnaire was analysed for 243 students (Birmingham, n = 171/332, 52%) (McGill n = 72/132, 54%). Birmingham students (14%) considered the word “plastic” synonymous with “cosmetic” more than McGill students (4%, p < 0.025). Teaching was the main source of knowledge for McGill students (39%, p < 0.001) while Birmingham students and control group chose the media (70%, p < 0.001). McGill students (67%) more than Birmingham (49%, p < 0.010) considered curriculum inclusion. The preferred learning method was lectures for McGill students (61%, p < 0.01) but an optional module for Birmingham (61%). A similar proportion (18%) from both student groups considered a career in plastic surgery. Conclusions Medical students recognised the need for plastic surgery inclusion in the undergraduate curriculum. There was a difference for plastic surgery source of information, operations, and preferred method of learning for students. The study highlighted the urgent need to reform plastic surgery undergraduate teaching in collaboration with national educational bodies worldwide.

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Section: Discussionmentioning

confidence: 99%

Plastic Surgery Inclusion in the Undergraduate Medical Curriculum: Perception, Challenges, and Career Choice—A Comparative Study

Farid

Vaughan

Thomas

2017

Plastic Surgery International

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“…However, expert proficiency within basic suturing and instrument handling, which forms the most common learning objective in surgical skills laboratories, is also associated with costs mostly from the faculty teaching effort. 4 Few original reports of novel, low-cost computer feedback tools are available for these phase 1 basic skills. One original report correlated the effect of real-time feedback on the force exerted and extent of surgical task completion.…”

Section: Introductionmentioning

confidence: 99%

Computer-Aided Feedback of Surgical Knot Tying Using Optical Tracking

Watson¹

2012

Journal of Surgical Education

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“…The few studies in the literature suggest that ethics education, when integrated in surgical residency curricula, can lead to measurable improvements in resident-centered outcomes, which include knowledge and confidence in handling ethical dilemmas. 4 Responsibility of a training institute is to impart training to the prospective surgeon. A senior trainee should able to demonstrate a level of knowledge, clinical skills, technical skills, and attitudes consistent with independent consultant in practice.…”

Section: Surgical Education In Bangladeshmentioning

confidence: 99%