Third Year Medical Student Knowledge Gaps After a Virtual Surgical Rotation

Authors

Sophia Hernandez
Siyou Song
Ogonna N Nnamani Silva
Chelsie Anderson
Alexander S Kim
Andre R Campbell
Edward H Kim
Adnan Alseidi
Elizabeth C Wick
Julie Ann Sosa
Jessica Gosnell
Matthew Y C Lin
Sanziana A Roman

Publication Date

7-1-2022

Journal

The American Journal of Surgery

Abstract

INTRODUCTION: This study describes perceived knowledge gaps of third-year medical students after participating in a virtual surgical didactic rotation (EMLR) and shortened in-person surgery rotation during the COVID-19 Pandemic.

METHODS: Open-ended and Likert questions were administered at the end of the virtual rotation and inperson-surgical rotation to medical students. Three blinded coders identified themes by semantic analysis.

RESULTS: 82 students (51% of all MS3s) participated in the EMLR. Semantic analysis revealed gaps in perioperative management (Post-EMLR:18.4%, Post-Inpatient:26.5%), anatomy (Post-EMLR:8.2%, PostInpatient:26.5%). and surgical skills (Post-EMLR: 43.0%, Post-Inpatient: 44.1%). Students also described gaps related to OR etiquette (Post-EMLR: 12.2%, Post-Inpatient: 8.8%) and team dynamics/the hidden curriculum (Post- Inpatient:26.6%). There was a significant improvement in perceived confidence to perform inpatient tasks after completing the inpatient clinical experience (p ≤ 0.01).

CONCLUSION: Virtual interactive didactics for cognitive skills development cannot replace a full clinical surgical experience for third-year medical students. Future curricula should address perceived gaps.

Keywords

COVID-19, Pandemic, Virtual education, Surgery, Medical student education, Knowledge gap

Comments

PMID: 35397920