What so Medical Students Need to Know About Trauma and Orthopaedics ? A Cross-Sectional, Multispecialty Study of the Views of Senior Doctors

Ali, Adam M.; Bulstrode, C.

doi:10.1308/147363513x13690603820225

Cited by 4 publications

(5 citation statements)

References 15 publications

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“…Our study, which investigated the broader multi-specialty aspects of trauma teaching, is in line with a recent study investigating orthopaedic trauma, which suggests that medical students’ clinical experience and formal teaching is lacking7; a further study also reported that only 2% of the available teaching time during clinical years at medical school is based on T&O 16. This is proportionally lower than other specialties, with general practice accounting for 9.4% of time in clinical practice in one report 17.…”

Section: Discussionsupporting

confidence: 88%

“…A further reason for overall deficiency in undergraduate trauma education could be lack of exposure to trauma. Ali and Bulstrode conducted a survey of expert clinicians in which 97% of those surveyed agreed that students should attend three or more A&E shifts,16 yet 51.8% of our cohort had spent less than 20 hours (two and a half shifts) in A&E. Thus, it is unsurprising that most of our cohort felt unprepared to undertake trauma-related skills 24. Additionally, owing to the distribution of the UK Major Trauma Network, many students are unlikely to encounter major trauma, which may be contributing to this lack of confidence.…”

Section: Discussionmentioning

confidence: 99%

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National evaluation of trauma teaching for students (NETTS)

Large

Kumar

Konda

et al. 2022

Postgraduate Medical Journal

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Despite the shift towards consultant-led care, many patients with trauma are still seen by junior doctors. Previous research has demonstrated that junior doctors feel unprepared to work in acute care but there is a paucity of recent research in trauma specifically. Thus, a national study is required to investigate the current state of undergraduate trauma teaching and identify specific areas for improvement. Between August and September 2020, a 35-item structured questionnaire was distributed among doctors who graduated from UK medical schools within the last 4 years. The questionnaire retrospectively assessed their experience of trauma teaching at medical school and their confidence to diagnose and manage patients with trauma. 398 responses were recorded from graduates of 39 UK medical schools. With 79.6% reporting only 0–5 hours of bedside trauma teaching and 51.8% reporting less than 20 hours in Accident and Emergency, graduates reported that trauma teaching was deficient compared with other specialties (78.1%). The majority of graduates were not confident in the initial assessment (72.9%) of a patient with trauma and almost all felt that a short course in trauma would be useful (93.7%). 77.4% of students felt that online learning would be beneficial and 92.9% felt that simulation would be useful. There is lack of standardised undergraduate trauma teaching nationally; a formal undergraduate teaching to ensure that new graduates are competent in the management of trauma would be supported by students. It is likely that a blended learning approach, incorporating e-learning with traditional teaching and clinical experience would be well received.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

National evaluation of trauma teaching for students (NETTS)

Large

Kumar

Konda

et al. 2022

Postgraduate Medical Journal

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“…[3][4][5]12 This dissatisfaction appears to transcend hierarchy, with concerns relating to undergraduate orthopaedic education also shared by senior healthcare professionals. Ali and Bulstrode 13 questioned 60 senior healthcare professionals on their opinions relating to undergraduate T&O placements. Among these physicians, anaesthetists, surgeons, and GPs, perhaps unsurprisingly, there was a significant disparity (p = 0.003) between the professions as to the median optimal time of an undergraduate placement.…”

Section: Resultsmentioning

confidence: 99%

“…We would suggest at least four weeks, in line with stakeholder opinion as presented by a number of sources in this review. 11 , 13 Furthermore, as undergraduate medical curriculums continue to expand and the aims and objectives of medical schools shift, traditional teaching methods appear to have become insufficient to deliver an increasingly complex topic to undergraduate students. Therefore, future research should aim to identify and validate optimal and accessible teaching methods to improve the efficacy of student learning, to combat the steadily reducing length of placement.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate education of trauma and orthopaedic surgery in the UK

et al. 2022

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Aims Evidence exists of a consistent decline in the value and time that medical schools place upon their undergraduate orthopaedic placements. This limited exposure to trauma and orthopaedics (T&O) during medical school will be the only experience in the speciality for the majority of doctors. This review aims to provide an overview of undergraduate orthopaedic training in the UK. Methods This review summarizes the relevant literature from the last 20 years in the UK. Articles were selected from database searches using MEDLINE, EMBASE, ERIC, Cochrane, and Web of Science. A total of 16 papers met the inclusion criteria. Results The length of exposure to T&O is declining; the mean total placement duration of two to three weeks is significantly less than the four- to six-week minimum advised by most relevant sources. The main teaching methods described in the literature included didactic lectures, bedside teaching, and small group case-based discussions. Students preferred interactive, blended learning teaching styles over didactic methods. This improvement in satisfaction was reflected in improvements in student assessment scores. However, studies failed to assess competencies in clinical skills and examinations, which is consistent with the opinions of UK foundation year doctors, approximately 40% of whom report a “poor” understanding of orthopaedics. Furthermore, the majority of UK doctors are not exposed to orthopaedics at the postgraduate level, which only serves to amplify the disparity between junior and generalist knowledge, and the standards expected by senior colleagues and professional bodies. Conclusion There is a deficit in undergraduate orthopaedic training within the UK which has only worsened in the last 20 years, leaving medical students and foundation doctors with a potentially significant lack of orthopaedic knowledge. Cite this article: Bone Jt Open 2022;3(7):549–556.

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“…Table 4 shows that most students spend about 3–4 weeks in orthopaedics posting. A study by Ali and Bulstrode[ 11 ] in the UK showed that most surgeons agreed that at least 8 weeks is required to master the basics of orthopaedic surgery. The study also showed that in Canada and the UK, medical schools devote 2.26% and 2%, respectively, of their curricula to musculoskeletal education.…”

Section: Discussionmentioning

confidence: 99%

Adequacy of orthopaedic surgery educational teaching methods amongst medical students in Enugu state

Imediegwu,

Ugwu,

Onyekaonwu

et al. 2023

J West Afr Coll Surg

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Introduction: Orthopaedic surgery educational teaching methods for medical students vary across different tertiary institutions in Nigeria. Aim(s): To determine the perception of medical students on the adequacy of orthopaedic surgery teaching methods in Enugu state, Nigeria. Materials and Methods: A cross-sectional online survey conducted using a well-structured questionnaire with the Google forms software and distributed to final year medical students at the two tertiary universities in Enugu state via online forums. SPSS was used for analysis. Significance set at P < 0.05. Results: 106 final year medical students filled the form. Response rate was 65.1%. 85.8% of the respondents reported that every student gets posted for orthopaedic surgery while 53% agreed that graphical illustrations were used. 50% reported that the learning environment were serene whereas 94.3% reported that their lecturers are well-trained. However, 55.6% reported that they do not have surgery simulations. Furthermore, 15.09% reported that they are aware of pitfalls in the teaching methods where only 27.36% alluded to using the library. There was no statistically significant association between gender and perception on quality of trainers/teaching methods of orthopaedic surgery in Enugu state ( P value < 0.112). Conclusion/Recommendation: The orthopaedic surgery teaching methods currently being used are not adequate. Efforts should be made to increase the quality of exposure of medical students to orthopaedic surgery and increase the use of graphical illustrations/simulations.

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What so Medical Students Need to Know About Trauma and Orthopaedics ? A Cross-Sectional, Multispecialty Study of the Views of Senior Doctors

Cited by 4 publications

References 15 publications

National evaluation of trauma teaching for students (NETTS)

National evaluation of trauma teaching for students (NETTS)

Undergraduate education of trauma and orthopaedic surgery in the UK

Adequacy of orthopaedic surgery educational teaching methods amongst medical students in Enugu state

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