From the Division of Plastic and Reconstructive Surgery, Beth Israel Deaconess Medical Center, Harvard Medical School; Hansjörg Wyss Department of Plastic Surgery, New York University Langone Health; and Division of Plastic and Reconstructive Surgery, Department of Surgery, Washington University School of Medicine.
Plast Reconstr Surg. 2022 Sep 1;150(3):691-700. doi: 10.1097/PRS.0000000000009462. Epub 2022 Jul 13.
The COVID-19 pandemic displaced medical students from their rotations and into virtual classrooms. The authors aimed to develop a virtual curriculum with the goals for students to gain knowledge in plastic surgery, to acquire technical skills, and to be able to promote community.
The authors developed a 4-week educational curriculum of topics in plastic surgery using the American Society of Plastic Surgeons Resident Education Curriculum and an online plastic surgery curriculum. Virtual flipped classroom case discussions and weekly surgical skills workshops were offered. Precourse and postcourse surveys were administered, and results were analyzed using IBM SPSS Statistics version 25.0.
Three hundred three medical students and recent graduates enrolled in the course in June of 2020. One hundred eighty-two students completed the precourse survey (60 percent response rate), and of those, 50.0 percent ( n = 91) completed the postcourse survey for paired comparison. Students reported significant improvement in confidence discussing the relevant anatomy, workup, and surgical approaches to clinical cases, in addition to confidence in knowledge of all topic areas ( p < 0.001). Confidence in suturing and knot-tying techniques improved significantly among workshop participants ( p < 0.001). Students applying to residency programs this cycle felt significantly more prepared for subinternships ( p < 0.001) and significantly more connected to the community of applicants ( p < 0.001).
The Plastic and Reconstructive Surgery Virtual Curriculum improved knowledge, surgical skills, and community in the field among medical student participants. This course may serve to provide a framework for structured virtual learning activities for students interested in plastic surgery and may have significant long-lasting utility for students interested in the field.
COVID-19 大流行使医学生从实习岗位转移到虚拟课堂。作者旨在开发一个虚拟课程，目标是使学生在获得整形外科学知识、掌握技术技能的同时，能够促进社区发展。
作者使用美国整形外科学会住院医师教育课程和在线整形外科学课程，制定了为期 4 周的整形外科学主题教育课程。提供虚拟翻转课堂病例讨论和每周手术技能研讨会。在课程开始前和结束后进行问卷调查，并使用 IBM SPSS Statistics 版本 25.0 分析结果。
2020 年 6 月，有 303 名医学生和应届毕业生参加了该课程。182 名学生完成了课前调查（60%的回复率），其中 50.0%（n=91）完成了课后调查进行配对比较。学生报告说，他们在讨论相关解剖、检查和手术方法方面的临床病例时，对讨论相关解剖、检查和手术方法的信心以及对所有主题领域的知识的信心都有显著提高（p<0.001）。在参加研讨会的学员中，缝合和打结技术的信心显著提高（p<0.001）。本周期申请住院医师项目的学生感到自己在实习前阶段准备更充分（p<0.001），并且与申请人社区的联系更紧密（p<0.001）。
整形外科学虚拟课程提高了医学生参与者的知识、手术技能和领域内的社区意识。本课程可为对整形感兴趣的学生提供结构化虚拟学习活动的框架，并可能对该领域感兴趣的学生具有重要的长期效用。
