Charity C Glass1, Robert D Acton2, Patrice G Blair3, Andre R Campbell4, Ellen S Deutsch5, Daniel B Jones6, Kathleen R Liscum7, Ajit K Sachdeva3, Daniel J Scott8, Stephen C Yang9. 1. Harvard Medical School, Boston, MA, USA. 2. University of Minnesota Medical School, Minneapolis, MN, USA. 3. Division of Education, American College of Surgeons, Chicago, IL, USA. 4. School of Medicine, University of California, San Francisco, San Francisco, CA, USA. 5. Children's Hospital of Philadelphia, Philadelphia, PA, USA. 6. Harvard Medical School, Boston, MA, USA; Beth Israel Deaconess Medical Center, 330 Brookline Avenue, Boston, MA 02215, USA. Electronic address: djones1@bidmc.harvard.edu. 7. Baylor College of Medicine, Houston, TX, USA. 8. University of Texas Southwestern Medical Center, Dallas, TX, USA. 9. Clerkship Directors Committee, Association for Surgical Education, Springfield, IL, USA.
Abstract
BACKGROUND: Simulation can enhance learning effectiveness, efficiency, and patient safety and is engaging for learners. METHODS: A survey was conducted of surgical clerkship directors nationally and medical students at 5 medical schools to rank and stratify simulation-based educational topics. Students applying to surgery were compared with others using Wilcoxon's rank-sum tests. RESULTS: Seventy-three of 163 clerkship directors (45%) and 231 of 872 students (26.5%) completed the survey. Of students, 28.6% were applying for surgical residency training. Clerkship directors and students generally agreed on the importance and timing of specific educational topics. Clerkship directors tended to rank basic skills, such as examination skills, higher than medical students. Students ranked procedural skills, such as lumbar puncture, more highly than clerkship directors. CONCLUSIONS: Surgery clerkship directors and 4th-year medical students agree substantially about the content of a simulation-based curriculum, although 4th-year medical students recommended that some topics be taught earlier than the clerkship directors recommended. Students planning to apply to surgical residencies did not differ significantly in their scoring from students pursuing nonsurgical specialties.
BACKGROUND: Simulation can enhance learning effectiveness, efficiency, and patient safety and is engaging for learners. METHODS: A survey was conducted of surgical clerkship directors nationally and medical students at 5 medical schools to rank and stratify simulation-based educational topics. Students applying to surgery were compared with others using Wilcoxon's rank-sum tests. RESULTS: Seventy-three of 163 clerkship directors (45%) and 231 of 872 students (26.5%) completed the survey. Of students, 28.6% were applying for surgical residency training. Clerkship directors and students generally agreed on the importance and timing of specific educational topics. Clerkship directors tended to rank basic skills, such as examination skills, higher than medical students. Students ranked procedural skills, such as lumbar puncture, more highly than clerkship directors. CONCLUSIONS: Surgery clerkship directors and 4th-year medical students agree substantially about the content of a simulation-based curriculum, although 4th-year medical students recommended that some topics be taught earlier than the clerkship directors recommended. Students planning to apply to surgical residencies did not differ significantly in their scoring from students pursuing nonsurgical specialties.
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