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Sunday, February 26 • 12:45pm - 1:30pm
SUNDANCE - [Oral Presentation] 3. Do Surgical Preparatory Courses Give Incoming Residents a Technical Advantage?

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1:15-1:30 PM

Do Surgical Preparatory Courses Give Incoming Residents a Technical Advantage?

C.A. Green, E. Huang, N. Zhao, P. O'Sullivan, E. Kim, H. Chern, University of California, San Francisco
Abstract Body: INTRODUCTION: Graduating medical students (GMS) often participate in courses to facilitate transition from medical school to residency. For those entering surgery, curriculum frequently emphasizes technical skills. However, the sustainability and benefits of this skill acquisition once in residency remains uncertain. This study assessed technical skill performance of GMS before (T1) and after a preparatory course (T2) and then again 2 (T3) and 4 (T4) months later as surgical residents, with comparison to surgical interns without such a course. METHODS: In April 2016, 16 GMS took the surgical preparatory course. In July-August, 2016, the GMS as interns completed the basic skills curriculum for all surgical interns. Both courses included a home video curriculum with completion of the same four technical exercises at the start and conclusion of the course. Three expert surgeons scored the video exercises and we calculated average reviewers’ scores across the four tasks. Overall scores were examined for GMS across the 4 time points. Course naive (control) interns were compared to these GMS at T3 and T4. RESULTS: Seven of the 16 GMS enrolled in the preparatory course matched to our institution, and 41 residents completed the intern basic skills curriculum. Of these interns, 32 completed all pre/post course assessments (T3 and T4), and the 7 GMS-interns completed assessments at all 4 time points. Results reveal score increases for GMS from 74.5%(T1) to 94.1%(T2) (p<0.001), and maintained elevated performance in residency (89.08% (T3) and 93.02% (T4)). Control interns also improved with a course (68.2%(T3) to 82.9%(T4), p<0.001). The GMS-interns scored higher at the start of residency compared to the control interns (T3, 89.08% vs 65.03%, p<0.001), with both groups achieving near the maximum score at the end of the curriculum. DISCUSSION: This study corroborates existing evidence that preparatory courses improve performance but adds evidence that the skills are maintained upon matriculation. The study supports that our structured curriculum consistently benefits learners, but those without a preparatory course start further behind their peers, requiring a steeper learning curve. Furthermore we illustrate a potential solution for the often-feared and highly publicized “July Effect” (gap in resident skill during the first month of residency). Our GMS show technical gains that accompany them into residency, erasing the gap seen in their intern control peers. 


Sunday February 26, 2017 12:45pm - 1:30pm
SUNDANCE

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