From the Operating Room to Online: Medical Student Surgery Education in the Time of COVID-19

• Type of Material: Article
• Authors: Zachary John Grady, Emory University; Lindsay K. Gallo, Emory University; Heather K. Lin, Emory University; Benjamin L. Magod, Emory University; Stacy L. Coulthard, Emory University; Benjamin J. Flink, Emory University; Eric Knauer, Emory University; Joshua Winer, Emory University; Dominic Papandria, Emory University; Barbara Pettitt, Emory University
• Language: English
• Date: 2021-10-16
• Publisher: ACADEMIC PRESS INC ELSEVIER SCIENCE
• Publication Version: Final Published Version
• Copyright Statement: © 2021 Elsevier Inc. All rights reserved.
• Final Published Version (URL): http://dx.doi.org/10.1016/j.jss.2021.08.020
• Title of Journal or Parent Work: JOURNAL OF SURGICAL RESEARCH
• Volume: 270
• Start Page: 145
• End Page: 150
• Grant/Funding Information: The authors have no external funding sources to disclose; this research was supported by the Department of Surgery and the Emory University School of Medicine. In-kind donations of supplies were provided under an educational grant by Ethicon, Inc (Johnson & Johnson Medical Devices, Somerville, NJ, Grant ID #362503) and W.L. Gore & Associates, Inc (Newark, DE) for suture and suture boards respectively.
• Keywords: Non-clinical elective; Surgical education; Virtual learning; General surgery; Medical students; Science & Technology; COVID-19 response; Distance learning; Life Sciences & Biomedicine; Surgery; Undergraduate medical education
• Research Categories: Health Sciences, Education; Health Sciences, Medicine and Surgery

Abstract

Background: On March 17, 2020 the Association of American Medical Colleges recommended dismissal of medical students from clinical settings due to the COVID-19 pandemic. Third-year (M3) and fourth-year (M4) medical students were at home, M4s were interested in teaching, and residents and faculty had fewer clinical responsibilities due to elective surgery cancellations. To continue M3 access to education, we created a virtual surgery elective (VSE) that aimed to broaden students’ exposure to, and elicit interest in, general surgery (GS). Methods: Faculty, surgical residents, and M4s collaborated to create a 2-wk VSE focusing on self-directed learning and direct interactions with surgery faculty. Each day was dedicated to a specific pathology commonly encountered in GS. A variety of teaching methods were employed including self-directed readings and videos, M4 peer lectures, case-based learning and operative video review with surgery faculty, and weekly surgical conferences. A VSE skills lab was also conducted to teach basic suturing and knot-tying. All lectures and skills labs were via Zoom videoconference (Zoom Video Communications Inc). A post-course anonymous survey sent to all participants assessed changes in their understanding of GS and their interest in GS and surgery overall. Results: Fourteen M3s participated in this elective over two consecutive iterations. The survey response rate was 79%. Ninety-one percent of students believed the course met its learning objectives “well” or “very well.” Prior to the course, 27% reported a “good understanding” and 0% a “very good” understanding of GS. Post-course, 100% reported a “good” or “very good” understanding of GS, a statistically significant increase (P = 0.0003). Eighty-two percent reported increased interest in GS and 64% reported an increase in pursuing GS as a career. Conclusions: As proof of concept, this online course successfully demonstrated virtual medical student education can increase student understanding of GS topics, increase interest in GS, and increase interest in careers in surgery. To broaden student exposure to GS, we plan to integrate archived portions of this course into the regular third-year surgery clerkship and these can also be used to introduce GS in the preclinical years.