Lu Emily L, Harris Micah K, Gao Thomas Z, Good Logan, Harris Daniel P, Renton David
The Ohio State University College of Medicine, Columbus, OH USA.
Case Western Reserve University School of Medicine, Cleveland, OH USA.
Med Sci Educ. 2022 Aug 1;32(5):1015-1022. doi: 10.1007/s40670-022-01602-0. eCollection 2022 Oct.
There is increasing evidence that students are completing medical school with insufficient surgical education. Near-peer tutoring and flipped classroom formatting may be used to enhance learning while simultaneously relieving faculty burden of teaching. Here, we qualitatively evaluate a 3-month course that integrates the use of near-peer teaching and flipped classroom formatting, with the goal of increasing first-year medical students' self-perceived confidence in performing basic sutures and knot-ties as well as interest in surgery.
Twenty-one first-year medical students participated in a suturing and knot-tying course led by senior medical students. The course consisted of 2-h sessions held every 2 weeks for a total of five sessions. Students were sent publicly available videos prior to each session by which to learn the upcoming techniques and received live feedback from instructors during sessions. Questionnaires were completed pre-course and post-course.
Compared to pre-course ratings, post-course ratings of self-perceived confidence to perform various knot-ties and sutures all increased significantly ( < 0.05). All students stated that the course strengthened their desire to pursue a career in surgery. Student feedback of the course was overall positive.
Near-peer teaching can be used in conjunction with flipped classroom to increase first-year medical students' self-perceived confidence in surgical suturing and knot-tying as well as interest in surgery. This curriculum may serve as an outline for student-led courses at other institutions.
越来越多的证据表明，医学院学生完成学业时接受的外科教育不足。近伴辅导和翻转课堂形式可用于加强学习，同时减轻教师的教学负担。在此，我们对一门为期3个月的课程进行了定性评估，该课程整合了近伴教学和翻转课堂形式的运用，目标是提高一年级医学生在进行基本缝合和打结操作时的自我感知信心以及对手术的兴趣。
21名一年级医学生参加了由高年级医学生主导的缝合和打结课程。该课程每2周进行一次2小时的课程，共5次。每次课程前会向学生发送公开可用的视频，供他们学习即将讲授的技术，并在课程期间接受教师的现场反馈。在课程开始前和结束后完成问卷调查。
与课程前的评分相比，课程后对进行各种打结和缝合操作的自我感知信心评分均显著提高（<0.05）。所有学生均表示该课程增强了他们从事外科职业的愿望。学生对该课程的反馈总体上是积极的。
近伴教学可与翻转课堂结合使用，以提高一年级医学生在外科缝合和打结方面的自我感知信心以及对手术的兴趣。该课程设置可为其他机构的学生主导课程提供一个大纲。
