Small Group Tutorial Curriculum During Third Year Surgical Clerkship and Identification of Surgical Role Models.

Daniel R. Bacon,Luigi Pascarella,Noha Sherif

doi:10.1177/00031348211041572

Daniel R. Bacon, Luigi Pascarella + Show 1 more

Open Access

https://doi.org/10.1177/00031348211041572

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Abstract

Identification of surgical mentors is associated with medical student interest in surgical careers. Small group learning has been a fundamental component of the surgical clerkship at the University of North Carolina (UNC) School of Medicine for 14years. The curriculum was standardized on 2018 and has long been hypothesized to facilitate mentoring relationships. In this brief report, we administered a survey that assessed the relationship between students and surgical faculty serving as small group tutors. Analysis was performed by descriptive statistics and chi-square analysis. The survey yielded an 18.8% response rate. Greater than 50% of students identified their tutor as a surgical role model. Greater than 60% of students affirmed that their tutor at least somewhat influenced their interest in surgery. Larger longitudinal studies with higher response rates are needed to assess relationships over time, and if these relationships ultimately correlate with applications made to surgical residency programs.

Highlights

Small group learning at the University of North Carolina (UNC) School of Medicine has been integrated into the surgical clerkship for 3rd year medical students since 2007.1 At initial conception, its aim was to provide students with exposure to foundational procedural skills; in 2018, the curriculum was standardized and expanded to include seven one-hour sessions covering a broad range of surgical topics
Interest in surgery among medical students appears highest at the start of medical school and gradually wanes over time, with a temporary increase in interest demonstrated during the surgical clerkship.[2]
Students who completed their surgery clerkship at a UNC branch campus outside of Chapel Hill were excluded from this study, as they did not participate in the tutor program

Summary

Introduction

Small group learning at the University of North Carolina (UNC) School of Medicine has been integrated into the surgical clerkship for 3rd year medical students since 2007.1 At initial conception, its aim was to provide students with exposure to foundational procedural skills; in 2018, the curriculum was standardized and expanded to include seven one-hour sessions covering a broad range of surgical topics. All surgical faculty at the UNC Chapel Hill Department of Surgery participate as small group tutors in a rotating schedule every 8 weeks and are assigned to 3-4 students during the 3rd year clerkship.

Results

Conclusion