Hetaimish Bandar M, Abualross Osamah, Alesawi Abdulrahman, Namenkani Mohammed, Alramadhani Abdulaziz, Samargandi Ramy
Orthopedic Surgery, Faculty of Medicine, University of Jeddah, Jeddah, SAU.
Medicine, Faculty of Medicine, University of Jeddah, Jeddah, SAU.
Cureus. 2023 Jun 5;15(6):e39974. doi: 10.7759/cureus.39974. eCollection 2023 Jun.
Background and objective Students frequently complain about the lack of practical skill learning and the poor quality of the medical school curriculum. In light of this, the purpose of this study was to assess the learning experience and subjective clinical competence of final-year medical students and interns in the field of orthopedics in Saudi Arabia (SA). Methods A cross-sectional observational descriptive study utilizing an electronically validated survey was conducted, which included the following six main sections: introduction, demographics, self-assessment of competency regarding certain orthopedic skills, clinical experience in orthopedics, orthopedics curriculum assessment, and choice of future career specialty. Results The total number of participants was 794. Among them, 33% (n=160) and 37.1% (180) had attended no "trauma meetings" or "operating room (OR)" sessions respectively, and only 21.9% (n=106) had attended more than five clinics. Subjective competence in history taking was highest (mean: 8.925 ±1.299) among students who had received more than four weeks of orthopedic rotation and attended more than six clinics. The students who had completed more than four weeks of orthopedic rotation and more than six bedside sessions scored the highest in terms of subjective competence in handling orthopedic patients in primary care settings (mean: 8.014 ±1.931). Conclusion The survey indicates that the amount of orthopedic training provided by institutions varies, with some students receiving less training than recommended. However, longer rotations lead to greater perceived orthopedic competence. Students and interns with more exposure to orthopedics through curriculum and elective rotations demonstrated a greater interest in pursuing orthopedics as a future career.
背景与目的 学生经常抱怨缺乏实践技能学习以及医学院课程质量差。鉴于此，本研究旨在评估沙特阿拉伯（SA）骨科领域最后一年医学生和实习生的学习体验及主观临床能力。方法 开展了一项采用电子验证调查问卷的横断面观察性描述性研究，该问卷包括以下六个主要部分：引言、人口统计学、对某些骨科技能的能力自我评估、骨科临床经验、骨科课程评估以及未来职业专业选择。结果 参与者总数为794人。其中，分别有33%（n = 160）和37.1%（180）未参加过“创伤会议”或“手术室（OR）”课程，只有21.9%（n = 106）参加过超过五次门诊。在接受超过四周骨科轮转且参加过超过六次门诊的学生中，病史采集的主观能力最高（均值：8.925 ± 1.299）。在骨科轮转超过四周且床边诊疗超过六次的学生中，在基层医疗环境中处理骨科患者的主观能力得分最高（均值：8.014 ± 1.931）。结论 调查表明，各机构提供的骨科培训量存在差异，一些学生接受的培训少于推荐量。然而，更长时间的轮转会带来更强的骨科能力感知。通过课程和选修轮转更多接触骨科的学生和实习生对将骨科作为未来职业表现出更大兴趣。
