Suturing Skills for Medical Students: A Systematic Review

Emmanuel, Thanos; Nicolaides, Marios; Theodoulou, Iakovos; Yoong, Wai; Lymperopoulos, Nikolaos; Sideris, Michail

doi:10.21873/invivo.12226

Cited by 23 publications

(35 citation statements)

References 50 publications

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“…The use of video instruction for suturing skills is widely used in medicine [ 17 ] and for exodontia [ 18 ], and we have previously used such aids for the teaching of dental students [ 1 ]. The students were generally positive about the use of the video prior to attending the practical session, reporting that the video could be used as a revision aid prior to treating their own patients.…”

Section: Discussionmentioning

confidence: 99%

An Educational Evaluation of Thiel Cadavers as a Model for Teaching Suturing Skills to Dental Students during the COVID-19 Pandemic

et al. 2022

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Suturing is an essential skill in dentistry and not one easily acquired. The COVID-19 pandemic prompted a change to the use of Thiel cadavers and online resources with the aim of improving skill acquisition using the best model available. This study investigated the utility of the Thiel cadaver for teaching suturing skills and the potential impact of the lockdown. Fifty-seven year 4 students attended a teaching session. Student views on this teaching were explored via a questionnaire survey and qualitative data collected from a focus group. Data were analysed using an inductive approach. The response rate was 53% (30 students) for the questionnaire with 9 students participating in the focus group. Independent feedback was provided by two members of the teaching staff. Online video resources were very well received by the students with 97% agreeing that it was useful preparation. Ninety percent (90%) thought that the cadaveric model was suitable for this teaching and realistic. Positive emergent themes from the focus group centred on the use of the cadaveric model and the positive and relaxed teaching and learning environment. Staff perceived this model as superior to previously used models. There were no reported negative pandemic impacts and the cadaver model was well received.

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Section: Discussionmentioning

confidence: 99%

An Educational Evaluation of Thiel Cadavers as a Model for Teaching Suturing Skills to Dental Students during the COVID-19 Pandemic

et al. 2022

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“…13,14 This evidence was previously synthesised using a research concept named as "FOOVEL (Feedback studies, Objective Outcomes, Validated tool studies, Expert opinions, synthesis of the Literature)". 15 This primarily involves a multi-modality evidence synthesis which includes a series of narrative 16 and systematic reviews 17 focused on SBL for undergraduates (eviCORE [18][19][20][21], with focused original studies on in vivo SBL for undergraduates. [22][23][24][25][26][27][28] This work has been part of a dedicated research network.…”

Section: Methodsmentioning

confidence: 99%

In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment

Sideris

Nicolaides

Jagiello

et al. 2021

AMEP

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An increasing emphasis on simulation has become evident in the last three decades following fundamental shifts in the medical profession. Simulation-based learning (SBL) is a wide term that encompasses several means for imitating a skill, attitude, or procedure to train personnel in a safe and adaptive environment. A classic example has been the use of live animal tissue, named in vivo SBL. We aimed to review all published evidence on in vivo SBL for undergraduate medical students; this includes both teaching concepts as well as focused assessment of students on those concepts. We performed a systematic review of published evidence on MEDLINE. We also incorporated evidence from a series of systematic reviews (eviCORE) focused on undergraduate education which have been outputs from our dedicated research network (eMERG). In vivo SBL has been shown to be valuable at undergraduate level and should be considered as a potential educational tool. Strict adherence to 3R (Reduce, Refine, Replace) principles in order to reduce animal tissue usage, should always be the basis of any curriculum. In vivo SBL could potentially grant an extra mile towards medical students' inspiration and aspiration to become safe surgeons; however, it should be optimised and supported by a well-designed curriculum which enhances learning via multi-level fidelity SBL.

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“…7 However, over the years, Halsted's method of "see one, do one, teach one" has been challenged due to concerns over patient safety, techniques with steeper learning curves, and the increasing number of students without an accompanying expansion of patient numbers in some teaching hospitals. [8][9][10][11][12] Newer surgical skills curricula feature additional structured, supervised skills programs including simulator training, particularly for novice surgeons. [8][9][10][11] Beginning around the mid-1970s, several skills-based learning theories contributed to basic surgical skills being taught outside the surgical suite.…”

Section: Introductionmentioning

confidence: 99%

“…This system, proposed by William Halsted in 1889, remains the framework of most medical and veterinary surgical programs worldwide 7 . However, over the years, Halsted's method of “see one, do one, teach one” has been challenged due to concerns over patient safety, techniques with steeper learning curves, and the increasing number of students without an accompanying expansion of patient numbers in some teaching hospitals 8–12 . Newer surgical skills curricula feature additional structured, supervised skills programs including simulator training, particularly for novice surgeons 8–11 …”

Section: Introductionmentioning

confidence: 99%

What's the evidence? A review of current instruction and assessment in veterinary surgical education

2022

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Veterinary surgical education is improved by studying the relevant literature.The aim of this literature review was to report the theory and methods used to provide surgical education to veterinary students; to discuss the training most likely to create a competent general practitioner; and to review assessment methods for simulated and live surgeries. The literature reviewed demonstrates that new graduates are expected to perform small animal sterilization, dental extraction, onychectomy, abscess treatment, aural hematoma repair, and mass removal with little or no supervision. Students require repetitive practice to reach competence; some practice can take place in a clinical skills laboratory on models or cadavers. When training novices, distributing practice over a longer time improves retention, but months without practice causes skills to decay.Suturing skills may be taught on models at a ratio of 1 instructor per 10 students. Veterinary students require 6-10 repetitions of each small animal sterilization surgery to reach competence; however, learning curves for other surgeries have not been established. Assessment of surgical skills has been undertaken using objective structured clinical examinations (OSCEs) and observed model and live surgeries. Additional validated rubrics are needed in the field. Surgical educators are urged to continue to search for innovative ways to foster deliberate practice, assess skill, and provide feedback for students.

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Suturing Skills for Medical Students: A Systematic Review

Cited by 23 publications

References 50 publications

An Educational Evaluation of Thiel Cadavers as a Model for Teaching Suturing Skills to Dental Students during the COVID-19 Pandemic

An Educational Evaluation of Thiel Cadavers as a Model for Teaching Suturing Skills to Dental Students during the COVID-19 Pandemic

In vivo Simulation-Based Learning for Undergraduate Medical Students: Teaching and Assessment

What's the evidence? A review of current instruction and assessment in veterinary surgical education

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