Student insight about the discipline of surgical technique on the formative process in the School of Medicine of UFRJ.

Victor Diniz Senna,Keren Cozer,Alberto Schanaider,Paulo Cesar Silva,Manoel Luiz Ferreira,José Marcus Raso Eulálio,José Eduardo Ferreira Manso

doi:10.1590/s0102-865020170109

Abstract

To evaluate whether undergraduate students feel motivated to develop surgical skills and know their impression about the importance of having a surgical technique discipline in the curriculum of a medical school. A prospective study including three classes in a row, from the 8th period (n = 265) evaluated the knowledge acquired at the Center of Experimental Surgery, Department of Surgery, School of Medicine of Federal University of Rio de Janeiro (UFRJ). The importance of the discipline for medical training as a way of encouragement to arouse and deepen the interest in surgical technique was emphasized. The questions were scored from 1 to 5 (worst to best grade) . Concerning the importance of the discipline for medical training, 78% and 18% of the students assigned a score 5 and 4, respectively. Regarding the stimulus to improve their surgical technical skills, 40% and 32% attributed the score 5 and 4, respectively. Undergraduate students from the Medical School of UFRJ effectively shared the understanding that the operative technique bases improve the formative process with significant impact, not only in the development of skills, but also to arouse vocations and stimulate new attitudes aimed to knowledge acquirement in the field of Surgery.

Highlights

The evaluation of the teaching-andlearning process in the context of basic training in Surgery, in the curriculum grid of a medical school comprises, traditionally, the measurement of acquired skills and competencies in simulation and operative practices scenarios
Few studies have evaluated the perception of the undergraduate student on the impact of curriculum content in medical training and on motivation acquired for future professional practice
One major challenge is to establish the ideal moment for this content to be taught in the medical school curriculum, having in mind that it is necessary to integrate prior knowledge to the scientific basis needed for the execution of basic surgical procedures safely

Summary

Introduction

The evaluation of the teaching-andlearning process in the context of basic training in Surgery, in the curriculum grid of a medical school comprises, traditionally, the measurement of acquired skills and competencies in simulation and operative practices scenarios. Few studies have evaluated the perception of the undergraduate student on the impact of curriculum content in medical training and on motivation acquired for future professional practice. The early insertion of students in a health public environment in order to practice less complex surgical procedures, as it happens in Brazilian medical courses, has the power to motivate them to develop skills and even to apply to Surgery Residence Programs afterwards. One major challenge is to establish the ideal moment for this content to be taught in the medical school curriculum, having in mind that it is necessary to integrate prior knowledge to the scientific basis needed for the execution of basic surgical procedures safely. It is clear that the applicability of learned concepts and skills will require solid domain of operative technique scientific basis

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Conclusion