Department of Trauma and Reconstructive Surgery, BG Unfallklinik Tuebingen, Eberhard Karls University, Schnarrenbergstr. 95, 72076, Tübingen, Germany.
Realistic Depictions Lab, Leibniz-Institut für Wissensmedien, Berlin, Germany.
Wien Med Wochenschr. 2021 Oct;171(13-14):335-339. doi: 10.1007/s10354-021-00850-w. Epub 2021 Jun 8.
In many surgical disciplines, the interest among medical students to pursue a surgical career decreases during their medical studies. The same goes for students after graduation. The aim of our cohort study was to evaluate the operating room (OR) experiences of medical students during our curriculum.
Over the course of one year 217 senior year medical students were included in our study. All of them took part in our training program for senior year medical students, which consisted of a 1-week clinical rotation including visits to the OR. We developed a Likert-scaled questionnaire, which was evaluated anonymously; free text answers were also possible.
Prior to the analysis of the sex and age differences, we confirmed that the evaluation scale provided a coherent measure of the OR evaluation. As a first proxy, we conducted a series of Spearman correlations which revealed high intercorrelations between all of the six items of the questionnaire, r(154) = 0.53 to r(154) = 0.94, all p < 0.001. These high intercorrelations transferred into a very high consistency of the six questions that evaluate the OR teaching; Cronbach's α = 0.95. There was no main effect of sex, F (1,146) = 2.19, p = 0.141. However, there was a main effect of age, F (2,146) = 3.75, p = 0.026, indicating that older participants evaluated the OR teaching more positively. Finally, there was no correlation between sex and age group, F (2,146) < 1, indicating that the effect of age on the evaluation score was equally pronounced for female and male participants.
The aim of this study was to answer the question how mentored OR teaching during the orthopedic trauma curriculum is evaluated by medical students, and whether there are gender-specific differences. For this purpose we prospectively evaluated senior year medical students over a period of 12 months during the orthopedic trauma curriculum with questionnaires. The medical students rated the mentored OR visits mainly positive.
Previously published literature as well as our presented data indicate that the interest of medical students in starting a surgical career can only be increased if negative influencing factors are reduced. This includes especially positive communication with medical students and in daily professional interaction.
在许多外科领域，医学生在医学学习期间对从事外科职业的兴趣下降。毕业后的学生也是如此。我们的队列研究旨在评估医学生在我们课程中的手术室（OR）体验。
在一年的时间里，我们纳入了 217 名高年级医学生进行研究。他们都参加了我们为高年级医学生开设的培训计划，其中包括为期一周的临床轮转，包括参观 OR。我们开发了一个李克特量表问卷，匿名评估；也可以自由回答文本。
在分析性别和年龄差异之前，我们确认评估量表提供了 OR 评估的一致衡量标准。作为第一个代理，我们进行了一系列斯皮尔曼相关性分析，结果表明问卷的六个项目之间存在高度的相关性，r(154)=0.53 到 r(154)=0.94，所有 p 值均<0.001。这些高度相关性转化为评估 OR 教学的六个问题的高度一致性；克朗巴赫的 α=0.95。性别没有主要影响，F(1,146)=2.19，p=0.141。然而，年龄有主要影响，F(2,146)=3.75，p=0.026，表明年龄较大的参与者对 OR 教学的评价更为积极。最后，性别和年龄组之间没有相关性，F(2,146)<1，表明年龄对评分的影响在女性和男性参与者中同样明显。
本研究的目的是回答这样一个问题，即在骨科创伤课程中，有指导的 OR 教学是如何被医学生评估的，以及是否存在性别差异。为此，我们在骨科创伤课程期间，在 12 个月的时间内前瞻性地评估了高年级医学生，使用问卷。医学生对有指导的 OR 访问评价主要为正面。
以前发表的文献以及我们提供的数据表明，只有减少负面影响因素，才能提高医学生从事外科职业的兴趣。这包括与医学生的积极沟通以及日常专业互动。
