University of California, San Francisco Department of Surgery, San Francisco, CA, USA.
University of California, San Francisco School of Medicine, San Francisco, CA, USA.
Am J Surg. 2022 Jul;224(1 Pt B):366-370. doi: 10.1016/j.amjsurg.2022.03.022. Epub 2022 Apr 5.
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.
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.
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).
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.
本研究描述了在 COVID-19 大流行期间，参与虚拟手术理论学习（EMLR）和缩短的实体手术轮转的三年级医学生在完成后感知到的知识差距。
在虚拟轮转和实体手术轮转结束时，向医学生提供开放式和李克特式问题。三名盲码员通过语义分析确定主题。
82 名学生（所有 MS3 学生的 51%）参加了 EMLR。语义分析显示围手术期管理（EMLR 后：18.4%，住院后：26.5%）、解剖（EMLR 后：8.2%，住院后：26.5%）和手术技能（EMLR 后：43.0%，住院后：44.1%）方面存在差距。学生们还描述了与 OR 礼仪（EMLR 后：12.2%，住院后：8.8%）和团队动态/隐性课程（住院后：26.6%）相关的差距。在完成住院临床经验后，学生对执行住院任务的信心有显著提高（p≤0.01）。
对于三年级医学生来说，虚拟互动式教学法无法替代完整的临床手术经验来发展认知技能。未来的课程应解决感知到的差距。
