Literature has argued for the ‘surgical personality’. Characteristics of ‘successful’ orthopaedic surgeons have also been published. The aim of the study is to explore which factors influence career choice of trauma and orthopaedics (T&O) in medical students, and whether certain personalities are drawn to T&O. The survey was sent out by email to surgical society members by the surgical societies based in Cardiff, UK. The survey was completed by students interested in pursuing T&O. The survey required participants to complete the 16 personalities test. The survey explored which factors drew delegates to T&O.Aim
Methods
Current undergraduate trauma and life-support training inadequately equips medical students with the knowledge, practical skills and confidence to manage trauma patients. Often first to the scene of medical emergencies, it is imperative junior doctors feel confident and competent from day one. No UK university currently includes advanced trauma and life support (ATLS) in their curriculum. This study piloted an ATLS course for Cardiff final-year medical students to improve confidence and knowledge in management of the trauma patient. To assess the immediate effect of a one-day undergraduate ATLS course on medical student's confidence in management of the trauma patients.Introduction
Aim
Low back pain (LBP) is a common condition with substantial associated disability and costs, best understood using a biopsychosocial approach. Research demonstrates LBP beliefs are important, with biomedical beliefs influencing practitioner's management. LBP beliefs can be inconsistent amongst medical students. The aim of this study was to investigate graduate medical student's beliefs of LBP and what influences them. A cross sectional study of phase one and phase three students at the University of Warwick was conducted. Participants were recruited via voluntary response sampling. A survey investigated LBP beliefs, utilising the Back Beliefs Questionnaire (BBQ) and Health Care Providers’ Pain and Impairment Relationship Scale (HC-PAIRS). Qualitative data was collected on what influences beliefs about the causes and management of LBP, which was analysed descriptively using thematic analysis. Fifty-seven students completed the questionnaire. Median BBQ and HC-PAIRS scores were consistent between both year groups. Three main themes emerged from the qualitative data: Sources of influence, influence of personal experience and influence of medical education. Participants discussed single or multiple sources influencing their beliefs. Another main theme was the influence of experiencing LBP personally or through discussions with others. The final main theme described the influence of medical education.Purposes and background
Method and results
The purpose of this study was to assess the knowledge acquired from completing online case-based e-learning modules. A secondary objective was to identify how students use these independent resources and gauge their level of support for this novel instructional strategy. Fourth year medical students were randomized to either a module or control group. Both groups received the standard musculoskeletal medical school curriculum, while the students in the module group were also given access to case-based online modules created to illustrate and teach important orthopaedic concepts related to unique clinical presentations. The first module depicted an athlete with an acute knee dislocation while the second module portrayed a patient with hip pain secondary to femoral acetabular impingement (FAI). All participating students completed a knowledge quiz designed to evaluate the material presented in the module topics, as well as general musculoskeletal concepts taught in the standard curriculum. Following the quiz, the students were invited to share their thoughts on the learning process in a focus- group setting, as well as an individual survey. Demographic data was also collected to gauge student's exposure to and interest in orthopaedics, emergency medicine, anatomy and any prior relevant experience outside of medicine. Twenty-five fourth year medical students participated in the study with 12 randomized to the module group and 13 to the control group. The regression revealed students in the module group did on average 18.5 and 31.4 percentage points better on the knee and hip quizzes respectively, compared to the control group, which were both significant with a p-value < 0.01. Additionally, students who had completed an orthopaedics elective did 20 percentage points better than those who had not, while there was no significant improvement in students who had just completed their core orthopaedics rotation. The feedback collected from the survey and small group discussion was positive with students wishing more modules were available prior to musculoskeletal clinical skills sessions and their orthopaedics rotations. Medical students given access to online case-based e-learning modules enjoyed the innovative teaching strategy and performed significantly better on knowledge quizzes than their classmates who only received the standard musculoskeletal curriculum.
Technical skill is an essential domain of surgical competency. Arthroscopic surgery forms a particularly challenging subset of these skills. The innate ability to acquire these skills is not fully understood. The aim of this study was to investigate the innate arthroscopic skills and learning curve patterns of medical students - our future surgeons. Two arthroscopic tasks (one shoulder and one knee) were set up in a bioskills laboratory to represent core skills required for arthroscopic training. Twenty medical students with no previous arthroscopic surgery experience were recruited and their performance assessed whilst undertaking each task on 30 occasions. The primary outcome variable was success or failure. Individuals were assessed as ‘competent’ if they stabilised their learning curve within 20 episodes. The secondary outcome measure was an objective assessment of technical dexterity using a validated Motion Analysis system (time taken to complete tasks, total path length of the subject's hands, and number of hand movements).Background
Methods
The ability to learn arthroscopic surgery is an important aspect of modern day orthopaedic surgery. Knowing that variation in innate ability exists amongst medical students, the aim of this study was to investigate the effect of training on the arthroscopic surgical performance of our future orthopaedic surgeons (medical students). Two arthroscopic tasks (one shoulder and one knee) were set up in a bioskills laboratory to represent core skills required for arthroscopic training. Thirty three medical students with no previous arthroscopic surgery experience were randomised to a ‘Trained’ (n=16) and ‘Non-trained’ (n=17) cohort. Both groups watched an instructional video. The Trained cohort also received specific training on the tasks prior to their first episode. Thirty episodes of each task were then undertaken. The primary outcome variable was success or failure. Individuals were assessed as ‘competent’ if they stabilised their learning curve within 20 episodes. The secondary outcome measure was an objective assessment of technical dexterity using a validated Motion Analysis system (time taken to complete tasks, total path length of the subject's hands, and number of hand movements).Background
Methods
Students attend operating room sessions throughout their medical school training and are often given the opportunity to scrub and assist during the surgery. Many students have no or very little formal teaching in operating room etiquette, which leads to last minute on the job training from operating room staff. This study aimed to identify if there was any difference between the students knowledge, technique and competency in operating room etiquette skills between two groups of students who received different methods of teaching. Thirty three 2nd year medical students, that had no previous exposure to operating room etiquette, were recruited for this study. There was variation in their age 18 to 27 years (mean SD years; 19.7 1.9). All students were initially observed scrubbing, gowning and gloving using their baseline knowledge. Their technique was scored using the Dundee University Assessment Sheet and each students knowledge was tested using a spot the mistake quiz. The students were ranked on initial competency then using randomised stratification, separated into two groups. Group One received traditional teaching by operating room staff. Group Two was taught using the new operating room etiquette course, which includes a power point presentation, a video and a practical session. Both groups knowledge and practical skills were reassessed following their teaching. The assessment was repeated at 3 months using the same method, to measure longer-term learning.Purpose
Method
