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A Single Versus Longitudinal Course Design for Surgical Skills Teaching
Purpose: To compare effects of a single surgical skills course
to a longitudinal format on medical student confidence with surgical skills.
Background: Suturing and knot tying are often the initial surgical
skills taught to medical students, but it is unclear if a single course versus
a longitudinal format improves student confidence in performing these skills.
Methods: This is a prospective cohort study from March 2018 to
February 2019 at one academic center. We randomized students rotating through
the 3rd year OBGYN clerkship to two groups: a single-course (SC) consisting of
one 2-hour session or a longitudinal-course (LC) consisting of four, 30-minute
weekly sessions. Students were taught surgical skills including 2-hand knot
tying, 1-hand knot tying, simple interrupted suturing, and
running/running-locking suturing. At the end of the clerkship, students
completed a questionnaire about their confidence with surgical skills and
satisfaction with the course.
Results: A total of 33 students were included in the study,
with 17 students randomized to the SC and 16 students to the LC. There was no
difference between the SC and LC groups in terms of students having formal
surgical skills training prior to the OBGYN clerkship (SC 53% vs. LC 44%, p=
0.60). For our primary outcome there was no difference in reported confidence
with any of the surgical skills (all p > 0.05). Satisfaction with the course
was high in both groups (SC 87% vs. LC 100%, p= 0.5).
Discussions: There was no difference in perceived confidence in
surgical skills between the SC and LC groups.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Medical Knowledge, Practice-Based Learning & Improvement, UME, Simulation,