gms | German Medical Science

17. Grazer Konferenz – Qualität der Lehre 2013: Teaching Medical Skills

4. - 6. April 2013, Wien, Österreich

Gender equivalent interactive lecture format for surgical subspecialities – raising interest and improvin recruitment rates into residency programs

Poster

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  • corresponding author presenting/speaker David B. Lumenta - Medical University of Graz, Department of Surgery, Division of Platic, Aesthetic and Reconstructive Surgery, Graz, Austria
  • author Toofan Datfar - Medical University of Graz, Department of Surgery, Division of Platic, Aesthetic and Reconstructive Surgery, Graz, Austria
  • author Simon Manhal - Medical University of Graz, Vice Directorate, Graz, Austria
  • author Lars P. Kamolz - Medical University of Graz, Department of Surgery, Division of Platic, Aesthetic and Reconstructive Surgery, Graz, Austria

17. Grazer Konferenz – Qualität der Lehre 2013: Teaching medical skills. Wien, Österreich, 04.-06.04.2013. Düsseldorf: German Medical Science GMS Publishing House; 2013. DocP10

doi: 10.3205/13grako24, urn:nbn:de:0183-13grako243

Veröffentlicht: 29. November 2013

© 2013 Lumenta et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Poster

Introduction: The presented lecture format aims at tackling the lack of appropriate allocation of surgical subspecialties in the regular medical studies program and at prevailing shortage of surgical trainees in respective fields in a gender equivalent format by raising interest at an early stage of medical studies (>= year 3).

Material & Methods: Interactive elective lecture format open to a limited number of participants (max. 15-20 medical students >= year 3) and offered within the medical studies program. Appointments:

1.
briefing (30 min): explanation of format, distribution of selected scientific/continued-medical education (CME) papers by lecturer, optional choice for additional resources left to presenting medical students (available media: laptop, projector, flipchart, chalkboard)
2.
lectures (1-3 appointments, 8 hours each)
1.
Explication of general outline, overview presentation by lecturer
2.
5-10min presentation per topic per one/two medical student(s), followed by interactive group discussion (group feedback), and additional remarks and summary of topic inclusive of missing facts, if any, by lecturer (inclusive of individual presentation feedback) (max. 30-60 min per topic), allowance of suffcient breaks according to participants’ preferences
3.
Dedicated lecture (30min) on presentation and clinical examination skills relevant for surgical subspecialty, if not readily covered in each topic
4.
Concluding remarks, summary, take-home message (one per topic) by lecturer
5.
Anonymous feedback by participants on standardised written multiple choice forms with optional free text.

Results: Mean duration per topic 45 +/- 10 min Overall evaluation scores 9.8 +/- 0.4 by medical students (10 highest attainable score, mean +/- standard deviation). Favorable free text feedback in evaluation forms by medical students Request for diploma or doctoral thesis topic in 4 out of 10 participants (40%).

Conclusion: Early recruitment raises interest and awareness for surgical subspecialties usually playing a minor role during the regular medical students program. The presented interactive lecture format encourages active participation and is one option to address the lack of suitable future applicants for residency programs into surgical subspecialties [1], [2].


References

1.
Conlon KM, Martin S. Just send them all to a burn centre: managing burn resources in a mass casualty incident. J Bus Contin Emer Plan. 2011;5(2):150–160.
2.
Agarwal JP, Mendenhall SD, Moran LA, Hopkins PN. Medical Student Perceptions of the Scope of Plastic and Reconstructive Surgery. Ann Plast Surg. 2013;70(3):343-349.