Increasing motivation and engagement in neurosurgery for medical students through practical simulation-based learning. (October 2018)

• Record Type: Journal Article
• Authors: Hanrahan, John; Sideris, Michail; Tsitsopoulos, Parmenion P.; Bimpis, Alexios; Pasha, Terouz; Whitfield, Peter C.; Papalois, Apostolos E.
• Is Part Of: Annals of medicine and surgery. Volume 34(2018)
• Page Start: 75
• Page End: 79
• Publication Date: 2018-10
• Subjects: Simulation-based learning -- Undergraduate neurosurgical education -- ESMSC; Surgery -- Periodicals; Medicine -- Periodicals; General Surgery -- Periodicals; Education, Medical -- Periodicals; Periodicals; 617
• DOI: 10.1016/j.amsu.2018.08.002
• Languages: English
• ISSNs: 2049-0801

Abstract

Abstract: Background: Simulation-based learning (SBL) is an essential adjunct to modern surgical education. Our study aimed to evaluate the educational benefit and motivational impact of a pilot practical neurosurgical module. Materials and methods: 38 clinical medical students from several EU Medical Schools attended an international surgical course focused on teaching and learning basic surgical skills. We designed a pilot neurosurgical workshop instructing students to insert an intracranial pressure bolt using an ex vivo pig model. Each delegate was assessed by two consultant neurosurgeons using a validated assessment tool. Structured questionnaires were distributed on completion of the module. Results: Delegate performance increased (p < 0.001) with no difference in performance improvement across year of study (p = 0.676) or medical school (p = 0.647). All delegates perceived this workshop as a potential addition to their education (median 5/5, IQR = 0), and indicated that the course provided motivational value towards a neurosurgical career (median 4/5, IQR = 1), with no difference seen between year of study or medical school (p > 0.05). Conclusion: Our pilot neurosurgical workshop demonstrated the educational value of practical SBL learning for motivating students towards a surgical career. Homogeneous views across year of study and medical school underline the value of developing a unified strategy to develop and standardise undergraduate surgical teaching with a practical focus. Highlights: ESMSC is an international undergraduate surgical course which can develop novel neurosurgical ex vivo modules. Engagement of students with practical neurosurgical modules can promote motivation to neurosurgery. This pilot neurosurgical module can facilitate neurosurgical skills-based education in low income countries. Ex vivo simulation-based learning can improve students' performance in basic neurosurgical skills.