Third year medical student knowledge gaps after a virtual surgical rotation

Autor: Sophia Hernandez, Siyou Song, Ogonna N. Nnamani Silva, Chelsie Anderson, Alexander S. Kim, Andre R. Campbell, Edward H. Kim, Adnan Alseidi, Elizabeth C. Wick, Julie Ann Sosa, Jessica Gosnell, Matthew Y.C. Lin, Sanziana A. Roman
Rok vydání: 2021
Předmět:
Zdroj: American journal of surgery, vol 224, iss 1 Pt B
ISSN: 1879-1883
Popis: IntroductionThis study describes perceived knowledge gaps of third-year medical students after participating in a virtual surgical didactic rotation (EMLR) and shortened in-person surgery rotation during the COVID-19 Pandemic.MethodsOpen-ended and Likert questions were administered at the end of the virtual rotation and inperson-surgical rotation to medical students. Three blinded coders identified themes by semantic analysis.Results82 students (51% of all MS3s) participated in the EMLR. Semantic analysis revealed gaps in perioperative management (Post-EMLR:18.4%, Post-Inpatient:26.5%), anatomy (Post-EMLR:8.2%, PostInpatient:26.5%). and surgical skills (Post-EMLR: 43.0%, Post-Inpatient: 44.1%). Students also described gaps related to OR etiquette (Post-EMLR: 12.2%, Post-Inpatient: 8.8%) and team dynamics/the hidden curriculum (Post- Inpatient:26.6%). There was a significant improvement in perceived confidence to perform inpatient tasks after completing the inpatient clinical experience (p≤0.01).ConclusionVirtual interactive didactics for cognitive skills development cannot replace a full clinical surgical experience for third-year medical students. Future curricula should address perceived gaps.
Databáze: OpenAIRE
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