The Impact of Interdisciplinary Education on Skills and Attitudes of Surgery and Emergency Medicine Residents

Abstract

Background Interdisciplinary education (IDE) has been proposed as a means to improve patient safety by enhancing the performance of diverse health care teams. The improved camaraderie between members of different specialties may enhance communication and can foster a more supportive and positive work environment. Objective This study was aimed to assess the effect of IDE on the procedural skills of general surgery (GS) and emergency medicine (EM), as well as the perceptions that GS and EM residents have of one another. Methods EM and GS residents participated in two separate IDE sessions (4 months apart) designed to teach extended focused assessment with sonography in trauma (e-FAST), tube thoracostomy, and complex wound closure. Surveys were administered to determine the effects that IDE had on confidence in performing bedside procedures, perceptions of IDE, and perceptions of one another's specialty. Survey responses were recorded using a 5-point Likert's scale. Results Nine GS residents and 10 EM residents participated in the entire study. Significant improvements in the confidence levels of performing bedside procedures were noted among both groups of residents. We also report a significant improvement in the perceived respect and communication between EM and GS residents. Conclusions Although further studies with a larger sample size are required, we have shown that IDE can improve the confidence levels of EM and GS residents in performing tube thoracostomy, e-FAST, and complex wound closure. These IDE sessions also improve the perceptions that the residents have of one another. IDE is a useful tool and may translate into improved consultation, collaboration, and patient care.

Demanded interdisciplinary subjects for integration in medical education program from the point of view of graduated medical physicians and senior medical students: a nationwide mixed qualitative-quantitative study from Iran

“…Another study remarked that to perform the initial interventions on an experimental basis, it is possible to provide the theoretical familiarity of medical students with these subjects in the pre-clinical years and courses such as public health, social medicine, the etiquette of medicine and forensic medicine [ 36 ]. At clinical levels, the students’ practical familiarity in these areas should also be considered [ 38 ]. On the other hand, medical graduates should be required to learn the topics above as part of retraining courses and should be given some privileges regarding retraining courses.…”

Impact of a short-term training in emergency and trauma in a tertiary teaching institute

“…Usually, the skills and procedures are taught by silo method that more experienced members pass the skills to youngers only in their field, which restricts their exposure to comprehensive approach. 6 The comprehensive approach from various departments at a common platform made a better understanding and built the guts to combat the challenges posed by different clinical situations. Though the lectures increase the knowledge but the inclusion of the hands on training increases the psychomotor reflexes and skills, thus better outcomes.…”