Department of Surgery, Thomas Jefferson University Hospitals, Philadelphia, PA.
Department of Surgery, Stony Brook University, NY.
Surgery. 2020 Feb;167(2):298-301. doi: 10.1016/j.surg.2019.06.041. Epub 2019 Aug 16.
Within surgical education, there has been a recent emphasis on preparing medical students for the rigors of residency in an effort to improve confidence and technical preparedness throughout postgraduate training. The aim of this study is to test the impact of a boot camp course using the American College of Surgeons-based curriculum and objective, observer-based rating tools on both subjective confidence and objective skills of fourth-year medical students.
Informed consent was obtained on the first day of the boot camp. Before any teaching, students performed 5 tasks (patient handoff, suturing, knot tying, central line placement, and chest tube placement), which were scored using objective rating tools provided by the American College of Surgeons. Students also completed 2 confidence measures. After 2 weeks of dedicated teaching and review, students were scored on the 5 same tasks and repeated the confidence measures.
Fourth-year medical students (N = 12) who had matched into surgical subspecialties were invited to participate in a 2-week surgical boot camp. All students beginning the study completed the study. The average age was 26.7 years; 25% of students were female. Subspecialties represented included general surgery (n = 5), orthopedics (n = 3), integrated plastics (n = 2), urology (n = 1), and neurosurgery (n = 1). Scores on objective skills improved significantly in all 5 tasks measured. Confidence improved significantly on individual task items, while overall self-efficacy remained unchanged.
Implementation of a 2-week, multimodal surgical boot camp improved student performance on objectively rated surgical skills and increased student confidence.
在外科教育中,最近强调的是让医学生为住院医师的严格要求做好准备,以提高整个研究生培训过程中的信心和技术准备。本研究的目的是测试基于美国外科医师学院课程和客观、观察者为基础的评分工具的训练营课程对四年级医学生主观信心和客观技能的影响。
在训练营的第一天获得知情同意。在进行任何教学之前,学生完成 5 项任务(患者交接、缝合、打结、中线放置和胸管放置),使用美国外科医师学院提供的客观评分工具进行评分。学生还完成了 2 项信心测量。经过 2 周的专门教学和复习,学生对 5 项相同的任务进行评分,并重复信心测量。
受邀参加为期 2 周的外科训练营的四年级医学生(N=12)已匹配到外科专业。所有开始研究的学生均完成了研究。平均年龄为 26.7 岁;25%的学生为女性。代表的专业包括普通外科(n=5)、骨科(n=3)、综合整形(n=2)、泌尿科(n=1)和神经外科(n=1)。测量的 5 项任务的客观技能评分均显著提高。个别任务项目的信心显著提高,而整体自我效能感保持不变。
实施为期 2 周的多模式外科训练营提高了学生在客观评定的外科技能上的表现,并增强了学生的信心。