Abstract
Objective The undergraduate medical curriculum has been overcrowded with core learning outcomes with no formal exposure to plastic surgery. The aim of this study was to compare medical students from two educational settings for the basic understanding, preferred learning method, and factors influencing a career choice in plastic surgery. Design and Setting A prospective cohort study based on a web-based anonymous questionnaire sent to final year medical students at Birmingham University (United Kingdom), McGill University (Canada), and a control group (non-medical staff). The questions were about plastic surgery: (1) source of information and basic understanding; (2) undergraduate curriculum inclusion and preferred learning methods; (3) factors influencing a career choice. A similar questionnaire was sent to non-medical staff (control group). The data was analysed based on categorical outcomes (Chi-square χ2) and level of significance p ≤ 0.05. Results Questionnaire was analysed for 243 students (Birmingham, n = 171/332, 52%) (McGill n = 72/132, 54%). Birmingham students (14%) considered the word “plastic” synonymous with “cosmetic” more than McGill students (4%, p < 0.025). Teaching was the main source of knowledge for McGill students (39%, p < 0.001) while Birmingham students and control group chose the media (70%, p < 0.001). McGill students (67%) more than Birmingham (49%, p < 0.010) considered curriculum inclusion. The preferred learning method was lectures for McGill students (61%, p < 0.01) but an optional module for Birmingham (61%). A similar proportion (18%) from both student groups considered a career in plastic surgery. Conclusions Medical students recognised the need for plastic surgery inclusion in the undergraduate curriculum. There was a difference for plastic surgery source of information, operations, and preferred method of learning for students. The study highlighted the urgent need to reform plastic surgery undergraduate teaching in collaboration with national educational bodies worldwide.
Highlights
There had been an overwhelming expansion in the core knowledge for medical subspecialities
Birmingham students mainly acquired their knowledge from the media (70%, p < 0.001) while McGill students had more formal teaching (39%, p < 0.0001) and exposure to clinical electives (13%, p < 0.0001)
The main aim of this study was to determine the perception of medical students of plastic surgery, undergraduate curriculum inclusion, and influencing career choice
Summary
There had been an overwhelming expansion in the core knowledge for medical subspecialities This phenomenon led to the increased competition for plastic surgery inclusion in the undergraduate medical curriculum. The lack of educational opportunities for plastic surgery was noted with the clear decline in curriculum inclusion (13 out of 31 in 1986, 2 out of 34 in 2002) at undergraduate level in the United Kingdom (UK). Such exposure was imperative to help students make informed career decisions at an early stage about career choice [1,2,3]. The interaction with plastic surgeons was deemed the most influential factor while lifestyle and income were less important reasons for medical students [4]
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