The surgical experience of current non-surgeons gained at medical school: a survey analysis with implications for teaching today's students.

Sabine Zundel,Stephan Zipfel,Adrian Meder,Anne Herrmann-Werner

doi:10.1186/s12909-015-0466-3

Sabine Zundel, Stephan Zipfel + Show 2 more

Open Access

https://doi.org/10.1186/s12909-015-0466-3

Copy DOI

Abstract

BackgroundIt is unknown what aspects of undergraduate surgical curricula are useful for future non-surgeons. We aimed to define relevant, enduring learning achievements for this subgroup to enable student-centered teaching.MethodsAn online questionnaire using open ended questions was distributed to physicians of non-surgical specialties at the University Hospital of Tuebingen, Germany and its associated teaching hospitals. Participants were asked to describe knowledge and skills that endured from their surgical clerkship and which of these are used in daily practice. Textual responses were initially coded using content analysis and the frequency of recurrent categories was calculated.ResultsSixty-seven of 153 questionnaires were returned; participants belonged to six different non-surgical specialties and had received their training at 22 different medical schools. Sustaining learning achievements included basic skills (suturing and working under sterile conditions), learning about professionalism and appreciating working conditions in surgery. Two learning techniques were valued: witnessing of rare cases or complications and working autonomously.ConclusionIntegration of our findings in undergraduate surgical teaching may focus teaching on students’ interests and improve surgical teaching.

Highlights

It is unknown what aspects of undergraduate surgical curricula are useful for future non-surgeons
Results from student surveys found that the lack of clearly defined and articulated learning objectives is one reason for the perceived deficiency [2]
Data on relevant learning objectives for students who later work in a nonsurgical specialty has not been published previously

Summary

Introduction

It is unknown what aspects of undergraduate surgical curricula are useful for future non-surgeons. We aimed to define relevant, enduring learning achievements for this subgroup to enable student-centered teaching. Many departments report significant difficulties delivering effective surgical teaching and students describe dated curricula [1]. Results from student surveys found that the lack of clearly defined and articulated learning objectives is one reason for the perceived deficiency [2]. There are, few studies evaluating learning objectives for undergraduate surgical education and calls for their reassessment have been published [3]. Data on relevant learning objectives for students who later work in a nonsurgical specialty has not been published previously. Since the majority of students undergoing undergraduate surgical training will not go on to work in a surgical specialty in the future it is especially their interests that need to be considered. If valued learning achievements are known, they can be heeded, made explicit, and satisfaction with surgical training may be improved

Objectives

Methods

Results

Discussion

Conclusion