Abstract
INTRODUCTION: Stop The Bleed (STB) is a national curriculum developed by the American College of Surgeons that teaches how to address life-threatening bleeding events via interactive, in-person sessions. Research has demonstrated that medical students are effective STB instructors but has not described implementation of student instruction. This study aims to assess implementation of the STB curriculum in one institution’s surgery clerkship. METHODS: The curriculum was administered by medical students during surgery clerkship orientations over two years. Participants completed pre- and post-tests to assess comprehension. Barriers and facilitators to implementation were considered using the Consolidated Framework for Implementation Research (CFIR) from the field of Implementation Science, which includes domains for the internal and external environment, intervention characteristics, individual characteristics, and the process of implementation. RESULTS: The most notable facilitators to implementation were using existing validated material, faculty champions, and clinical examples relevant to medical students in the intervention. In total, 221 students completed the pre- and post-tests, an approximately 85% response rate. The mean pre- and post-test scores were 66.3 ± 20.1% and 89.7 ± 8.4% respectively. Paired t-tests of overall scores demonstrated a significant improvement between pre- and post-test scores (p < 0.001). ANOVA and paired t-tests across all 4 questionnaire subdomains demonstrated significant improvement (p < 0.001). CONCLUSION: Improvement in pre- and post-test scores demonstrate effective implementation of the STB curriculum into the surgery clerkship. Applying tools for systematically evaluating implementation strategies, such as the CFIR, can improve the likelihood of integrating curricular change in undergraduate medical education.
Published Version
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