Faculty, Staff and Student Publications
Language
English
Publication Date
7-1-2022
Journal
The American Journal of Surgery
DOI
10.1016/j.amjsurg.2022.03.022
PMID
35397920
PMCID
PMC9701087
PubMedCentral® Posted Date
April 2022
PubMedCentral® Full Text Version
Post-print
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
Published Open-Access
yes
Recommended Citation
Hernandez, Sophia; Song, Siyou; Nnamani Silva, Ogonna N; et al., "Third Year Medical Student Knowledge Gaps After A Virtual Surgical Rotation" (2022). Faculty, Staff and Student Publications. 2408.
https://digitalcommons.library.tmc.edu/uthmed_docs/2408
Included in
Clinical Epidemiology Commons, COVID-19 Commons, Epidemiology Commons, Medical Education Commons, Surgery Commons