Saman Nematollahi1, Stephen J Kaplan2, Christopher M Knapp3, Hang Ho1, Jared Alvarado4, Rebecca Viscusi5, William Adamas-Rappaport6. 1. The University of Arizona College of Medicine, 1501 N Campbell Avenue, Tucson, AZ, USA. 2. Department of General Surgery, Virginia Mason Medical Center, Seattle, WA, USA. 3. Department of General Surgery, Rush University Medical Center, Chicago, IL, USA. 4. Department of Anatomy, The University of Arizona College of Medicine, 1501 N Campbell Avenue, Tucson, AZ, USA. 5. Department of Surgery, The University of Arizona College of Medicine, 1501 N Campbell Avenue, Tucson, AZ, USA. 6. Department of Surgery, The University of Arizona College of Medicine, 1501 N Campbell Avenue, Tucson, AZ, USA. Electronic address: cdjpk1@gmail.com.
Abstract
BACKGROUND: Student acquisition of technical skills during the clinical years of medical school has been steadily declining. To address this issue, the authors instituted a fresh cadaver-based Emergency Surgical Skills Laboratory (ESSL). METHODS: Sixty-three medical students rotating through the third-year surgery clerkship participated in a 2-hour, fresh cadaver-based ESSL conducted during the first 2 days of the clerkship. The authors evaluated students utilizing both surgical skills and written examination before the ESSL and at 4 weeks post ESSL. RESULTS: Students demonstrated a mean improvement of 64% (±11) (P < .001) and 38% (±17) (P < .001) in technical skills and clinical knowledge, respectively. When technical skills were compared between cohorts, there were no differences observed in both pre- and post-testing (P = .08). CONCLUSIONS: A fresh cadaver laboratory is an effective method to provide proficiency in emergency technical skills not acquired during the clinical years of medical school.
BACKGROUND: Student acquisition of technical skills during the clinical years of medical school has been steadily declining. To address this issue, the authors instituted a fresh cadaver-based Emergency Surgical Skills Laboratory (ESSL). METHODS: Sixty-three medical students rotating through the third-year surgery clerkship participated in a 2-hour, fresh cadaver-based ESSL conducted during the first 2 days of the clerkship. The authors evaluated students utilizing both surgical skills and written examination before the ESSL and at 4 weeks post ESSL. RESULTS: Students demonstrated a mean improvement of 64% (±11) (P < .001) and 38% (±17) (P < .001) in technical skills and clinical knowledge, respectively. When technical skills were compared between cohorts, there were no differences observed in both pre- and post-testing (P = .08). CONCLUSIONS: A fresh cadaver laboratory is an effective method to provide proficiency in emergency technical skills not acquired during the clinical years of medical school.
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Authors: Dominik S Schoeb; Eva Brennecke; Anne Andert; Jochen Grommes; Klaus T von Trotha; Andreas Prescher; Ulf P Neumann; Marcel Binnebösel Journal: BMC Med Educ Date: 2016-02-03 Impact factor: 2.463
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