Undergraduate Surgical Education: a Global Perspective

Ravi, Krithi; Anyamele, Ugonna Angel; Korch, Moniba; Badwi, Nermin; Daoud, Hassan; Shah, Sayed Shah Nur Hussein

doi:10.1007/s12262-021-02975-z

Cited by 11 publications

(5 citation statements)

References 27 publications

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“…These are the competencies of a safe practitioner, not just a surgeon. It appears that this deficit may also exist on an international scale, with the literature describing surgical education as inadequate on a global scale in both more and less economically developed countries 40–42 .…”

Section: Discussionmentioning

confidence: 99%

Undergraduate teaching of surgical skills in the UK: systematic review

Glossop,

Bhachoo,

Murray

et al. 2023

BJS Open

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Background Students must be proficient in surgical skills according to General Medical Council and Royal College of Surgeons of England guidelines. If these skills are not appropriately taught, there is a risk of an incoming junior workforce with inadequate surgical skills. This paper aimed to review the literature relating to undergraduate teaching of surgical skills in the UK and summarize future suggested training methods. Methods The databases MEDLINE, Embase and SCOPUS were searched, and the existing literature relating to methodology of undergraduate teaching of surgical skills in the UK over the past 10 years was summarized. The Medical Education Research Quality Instrument was used to assess research quality. Results A total of 19 papers were included. Cross-sectional evaluations and survey-based studies highlight a clear deficit in surgical skills teaching in the UK. Medical students are currently unable to fulfil their own learning needs and meet requirements set out by the General Medical Council. This lack of surgical teaching appears to negatively affect student desire to pursue a surgical career. The three main themes for improvement are extracurricular surgical skills days, near-peer teaching and simulation. Each method appeared to improve learning, although no studies utilized medium- to long-term follow-up to demonstrate efficacy and there lacks a clear consensus as to the ‘standard’ of undergraduate surgical skill education. There was also potential for selection bias and response shift bias in many of the studies assessing pre- and postintervention confidence and opinions. Conclusion There is a concerning lack of surgical skills teaching that has resulted in medical students and junior doctors not having the necessary surgical skills as per General Medical Council guidance and students feel that their own learning needs are not met. This failure to address the learning deficit may be responsible for the fall in surgical competition ratios. While surgical skills teaching must be improved urgently, more robust evidence is required to evaluate the optimal ways of approaching this issue.

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Section: Discussionmentioning

confidence: 99%

Undergraduate teaching of surgical skills in the UK: systematic review

Glossop,

Bhachoo,

Murray

et al. 2023

BJS Open

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“…A survey among physicians and therapists also reported similar ndings. The educational environment during surgical rotations, simulation training, and traditional curricula can signi cantly impact undergraduate students' career decisions (12). Unfortunately, some studies have identi ed de ciencies in structured robotic training curricula and found that robotic operating rooms do not always offer motivating learning environments for medical students (13).…”

Section: Discussionmentioning

confidence: 99%

Zambian Medical Students’ Attitude Towards Robotic Surgery: A Cross- Sectional Survey

mukambo,

Zulu,

Mbiydzenyuy

et al. 2023

Preprint

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Robotic surgery, evolving over half a century, has become a standard in various surgical fields, offering benefits like smaller incisions and improved patient outcomes. Integrating it into medical education is vital to prepare future healthcare professionals. Yet, Zambian medical students' knowledge and attitudes regarding robotic surgery remain largely unexplored. This study aims to bridge this gap, providing insights for healthcare and education. Methods: A cross-sectional study was conducted using a questionnaire between June and July 2021. The study included medical students from various academic years, both genders, and different institutions. Data was collected through a web-based questionnaire and analyzed using descriptive statistics and statistical tests. Participants were categorized into groups based on their exposure to robotic surgery. Results: A total of 768 out of 1,113 respondents provided complete responses, resulting in a 69% response rate. Notably, 47.20% of participants had no prior exposure to robotic surgery, while 45.40% expressed a desire to learn more about it. When assessing students' attitudes towards robotic surgery, 38.80% accepted it personally, 51.82% believed patients in Zambia would accept it, and 61.85% agreed that using robots would improve surgical outcomes. However, 62.24% agreed that robotic surgery could make surgeons weaker and less professional. Conclusion: This study sheds light on Zambian medical students' attitudes and knowledge about robotic surgery, underlining the need for tailored educational strategies to address misconceptions and concerns. This prepares the next generation of healthcare professionals in Zambia to embrace advanced surgical techniques and optimize robotic surgery for improved patient outcomes.

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“…Perioperative care should be covered in its entirety. This is important for aspiring surgeons and future general practitioners and physicians who are likely to manage patients during the pre-operative workup of patients as well as in their post-operative recovery and beyond [3]. The need for multidisciplinary team involvement and effective communication between the different specialities is evident.…”

Section: Introductionmentioning

confidence: 99%

“…However, the learning needs are typically not comprehensively addressed. This is believed to be largely due to the gap between the theory taught and the limitations in practical, experiential learning [3]. Ultimately, this means that new graduates are unfamiliar with the all-encompassing clinical knowledge and skills required in treating patients with 1 surgical conditions.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of the Medical Student Feedback on Undergraduate Surgical Education During the Pandemic

Saed¹

2022

Cureus

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The coronavirus disease 2019 (COVID-19) pandemic has challenged and changed significant aspects of dayto-day life. With regard to medical education, the challenges have been substantial, and the changes have been innovative. This systematic review focuses specifically on medical student feedback on undergraduate surgical education during the pandemic. It explores the various types of technology used to facilitate online learning and aims to comprehensively review the advantages and disadvantages. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were adhered to, and electronic databases PubMed, Medline, and Scopus were used to identify relevant studies. The search yielded 102 papers once duplicates and non-English articles were removed. Of these, 19 articles were included in the review. These publications were appraised, which was the source of the narrative syntheses of this systematic review, and due to the heterogeneous data, a meta-analysis could not be successfully implemented. The integration of real-time image capture devices used to display stakeholders or objects such as models of wounds has resulted in the improvement of virtual learning to an almost in-person experience. Adding to this, the use of communication and participation platforms facilitates active discussion when used appropriately. However, there are still some barriers that may be removed with time as the technology continually improves, and these are not exclusive to connectivity issues and restriction of the senses to only two-dimensional sight and hearing.Despite this, the student feedback was largely positive, and the integration of more innovative methods of delivering teaching will have a positive impact on education as long as it is used as an adjunct and not as a replacement for face-to-face teaching.

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Undergraduate Surgical Education: a Global Perspective

Cited by 11 publications

References 27 publications

Undergraduate teaching of surgical skills in the UK: systematic review

Undergraduate teaching of surgical skills in the UK: systematic review

Zambian Medical Students’ Attitude Towards Robotic Surgery: A Cross- Sectional Survey

A Systematic Review of the Medical Student Feedback on Undergraduate Surgical Education During the Pandemic

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