Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, U.K.
Faculty of Life Science, King's College London, London, U.K.
In Vivo. 2021 Jan-Feb;35(1):1-12. doi: 10.21873/invivo.12226.
This systematic review aimed to identify all published evidence on teaching suturing skills for medical students. We aimed to outline significant positive teaching outcomes and devise a comprehensive framework for the optimal teaching of suturing skills for medical students.
We searched MEDLINE (via Ovid), EMBASE and SCOPUS databases until July 2019 with no language restriction using predefined 'Population, Intervention, Comparison, Outcome (PICO)' criteria. Data were summarised in discrete thematic axes using a qualitative synthesis approach.
Our search yielded a total of 2,562 articles, out of which 25 were included in the final data synthesis. We provide a structured breakdown of educational interventions including participants, instructors and nature of teaching intervention. We also describe discrete means for assessment of performance and retention of suturing skills. Based on those we propose a standardised framework on teaching suturing skills for novices.
To our knowledge this is the first systematic review investigating teaching interventions used to teach suturing skills in medical students. After extraction of individual positive teaching outcomes and utilising widely known learning theories and principles, we devised a comprehensive framework for more efficient and cost-effective teaching of suturing skills to medical students in the future.
本系统评价旨在确定所有已发表的关于向医学生传授缝合技术的证据。我们旨在概述显著的积极教学成果，并为医学生缝合技术的最佳教学制定一个全面的框架。
我们在 2019 年 7 月之前使用预定义的“人群、干预、比较、结果（PICO）”标准，对 MEDLINE（通过 Ovid）、EMBASE 和 SCOPUS 数据库进行了无语言限制的搜索。使用定性综合方法，将数据按照离散的主题轴进行总结。
我们的搜索共产生了 2562 篇文章，其中 25 篇被纳入最终的数据综合分析。我们提供了教育干预措施的结构化分类，包括参与者、教师和教学干预的性质。我们还描述了用于评估缝合技能表现和保留的离散方法。基于这些，我们提出了一个针对新手的缝合技能教学标准化框架。
据我们所知，这是首次系统评价调查了用于向医学生传授缝合技术的教学干预措施。在提取单个积极的教学成果并利用广为人知的学习理论和原则后，我们为未来更有效地向医学生教授缝合技术制定了一个全面的框架。
