4/28/2023 0 Comments Time doctor lite login![]() ![]() ![]() If this argument were taken to its illogical conclusion, then we should stream medical school entrants straight into their chosen or conscripted specialty. Some surgeon educators argue that not all graduates will need these skills, thus we can dispense with them. It is a pass or fail encounter, yet it seems that medical educators now shy away from such evaluations. Less time is spent on didactic teaching, but learning to perform a procedure is indeed a didactic demonstration that has to meet performance goals. The pendulum has swung too far to the laissez-faire style of medical evaluation. If these results are to be extrapolated to the Canadian graduating classes, then we are failing as surgical educators. Surgeons also indicated that medical students had acquired proficiency in only 3 of the surgical skills listed. ![]() Of all 15 surgical skills on the survey, graduates felt that they had gained proficiency in only 3. With a response rate of 46% from recent graduates and 45% from surgeons, some interesting facts emerged. The design and use of this tool is well described in the paper. Although the paper addresses the limitations of logbooks, the fact remains that students were not being taught to perform procedures considered at that time to be necessary to practicing doctors.īirch and Mavis 2 used a needs assessment to examine what students are learning in undergraduate surgical education. There were, however, no significant changes in the Objective Structured Clinical Examination scores or clerkship evaluations after the curriculum changes. The most striking findings from this paper are that, in 8 of 15 surgical procedures, more than 70% of students failed to complete a procedure at least once. The study aimed to assess the difference in the core competencies as defined by the performance of 15 procedures before and after a significant curriculum change. The exercise took place over 4 years, and 428 logbooks were analyzed only 10 were incomplete. They used logbooks to record clinical encounters, surgical assists and procedures performed. Ladak and colleagues 1 investigated what students were learning to do in surgical rotations. There are 2 papers in this issue of the Canadian Journal of Surgery that require close reading and intense debate in all surgical faculties across Canada. In the current rush to alter the medical curriculum, more emphasis has been placed on equipping future doctors with the tools to learn on a lifelong basis and to communicate, collaborate, manage, empathize and perform to a level that is more often judged by nonobjective criteria rather than exams. We were asked to remember a large amount of information and process it in a manner that allowed us to function as all-round competent doctors. When I was a medical student, soon after the extinction of the dinosaurs, I was informed that 50% of what I was learning would be effete after 10 years of practice the major cause of my anxiety at that time was that I would forget the wrong 50%. There was none supplied the resident was clearly unfamiliar with that subject. I asked for a description of the anatomy of the femoral artery from the groin to popliteal fossa, since this was pertinent to the operative procedure. I recently had the occasion to operate with a second-year surgical resident who graduated with an MD after 3 years of training.
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