Third year medical student knowledge gaps after a virtual surgical rotation - 20/06/22

Doi : 10.1016/j.amjsurg.2022.03.022

Sophia Hernandez ^a, Siyou Song ^b, Ogonna N. Nnamani Silva ^c, Chelsie Anderson ^b, Alexander S. Kim ^a, Andre R. Campbell ^a, Edward H. Kim ^a, Adnan Alseidi ^a, Elizabeth C. Wick ^a, Julie Ann Sosa ^a, Jessica Gosnell ^a, Matthew Y.C. Lin ^a, Sanziana A. Roman ^d,^⁎
^a University of California, San Francisco Department of Surgery, San Francisco, CA, USA
^b University of California, San Francisco School of Medicine, San Francisco, CA, USA
^c Department of Surgery, Division of Plastic Surgery, Harvard Medical School, Boston, MA, USA
^d Division of Surgical Oncology, University of California, San Francisco, San Francisco, CA, USA

^∗Corresponding author. FACS Professor of Surgery and Medicine Section of Endocrine Surgery Division of Surgical Oncology University of California, San Francisco 1600 Divisadero Street, Room A726 Box 1674 San Francisco, CA, 94143, USAFACS Professor of Surgery and Medicine Section of Endocrine Surgery Division of Surgical Oncology University of CaliforniaSan Francisco 1600 Divisadero Street, Room A726 Box 1674San FranciscoCA94143USA

Abstract

Introduction

This 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.

Methods

Open-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.

Results

82 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).

Conclusion

Virtual interactive didactics for cognitive skills development cannot replace a full clinical surgical experience for third-year medical students. Future curricula should address perceived gaps.

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Highlights

•	Knowledge gaps and clinical skills remain after virtual surgical teaching.
•	Virtual education improves perceived confidence to perform in-patient tasks.
•	Hidden curriculum persists after virtual and in-person learning for medical students.

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Keywords : COVID-19, Pandemic, Virtual education, Surgery, Medical student education, Knowledge gap

Plan

Introduction

Materials and methods

Participants

Data sources

Data analysis-open ended questions

Data analysis-likert questions

Results

Participants

Perceived knowledge gaps after the EMLR

Surgical career interest

Perceived confidence to perform tasks

Discussion

COVID-19 pandemic impacted students’ surgical learning experience

Export

Vol 224 - N° 1PB

P. 366-370 - juillet 2022 Retour au numéro

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Third year medical student knowledge gaps after a virtual surgical rotation - 20/06/22

Abstract

Introduction

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Conclusion

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Plan

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