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Undergraduate medical students need more training in craniomaxillofacial surgery: a comparative study between medical and dental students.

ABSTRACT: Purpose:To compare the performance in oral, craniomaxillofacial, and facial plastic surgery (CMF)-specific surgical skills between medical students (MS) and dental students (DS) and hence adjust the current CMF training to student-specific needs. The investigators hypothesized that there would be no performance differences between MS and DS. Methods:The investigators implemented a comparative retrospective item-based analysis of student performance in a CMF-specific objective structured clinical examination (OSCE) from 2008 to 2015. The sample was composed of 1010 MS and 225 DS who completed a standardized CMF training and OSCE. Three OSCE scenarios [management mandible fracture (MMF), management zygomatic fracture (MZF), and structured facial examination (SFE)] were included in the study because learning objectives were equal. Descriptive and bivariate statistics were computed and the p value was set at 0.05. Results:In all of the analyzed OSCE scenarios, DS significantly outperformed MS (MMF p<0.001; MZF p=0.013; SFE p<0.001). DS especially appeared to be better in the correct interpretation of radiological findings (five of seven items, MMF) and the correct allocation of anatomical structures (four of five items, MZF) as well as the symptom-oriented examination of the eye (three of three items, SFE). Discussion and conclusion:DS overall seem to be perform better in typical CMF skills. The reasons for this performance gap could be a more profound knowledge of the facial anatomy as well as a higher awareness for CMF as a related specialty to dentistry. CMF should be included in medical curricula in a larger scale, and possible career paths should be highlighted to MS and DS to raise attraction for the specialty. Further studies should focus on the implementation of modern teaching methods in CMF education.

SUBMITTER: Seifert LB

PROVIDER: S-EPMC6754024 | biostudies-literature | 2017 Dec

REPOSITORIES: biostudies-literature

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Undergraduate medical students need more training in craniomaxillofacial surgery: a comparative study between medical and dental students.

Seifert Lukas B LB Sterz Jasmina J Bender Bernd B Sader Robert R Ruesseler Miriam M Hoefer Sebastian H SH

Innovative surgical sciences 20170803 4

<h4>Purpose</h4>To compare the performance in oral, craniomaxillofacial, and facial plastic surgery (CMF)-specific surgical skills between medical students (MS) and dental students (DS) and hence adjust the current CMF training to student-specific needs. The investigators hypothesized that there would be no performance differences between MS and DS.<h4>Methods</h4>The investigators implemented a comparative retrospective item-based analysis of student performance in a CMF-specific objective stru ...[more]

PMID: 31579757

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Project description:BackgroundAs a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to explore the relationship between the processes, context, participant experiences and impacts of the programme so that lessons can be learned for future emergencies and service-learning programmes.MethodsUsing an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This explored differences in experience across demographics and contextual factors, correlations between aspects of induction, supervision and overall experience, and reviewed the impacts of the programme. Quantitative responses were statistically analysed and qualitative reflections were thematically coded to triangulate and explain quantitative findings. Follow up interviews were carried out to check back findings and co-create conclusions.ResultsWe received responses from 61 students and 17 supervisors. Student participants described predominantly altruistic motivations and transformational changes to their professional identity driven by feeling included, having responsibility, and engaging in authentic workplace-based learning afforded by freedom from the assessed curriculum. They reported new perspectives on their future professional role within the multidisciplinary team and the value of workplace-based learning. They reported increases in wellbeing and self-esteem related to feeling included and valued, and positively contributing to service provision at a time of need. Significantly higher overall satisfaction was associated with a personalised induction, active supervision, earlier stage of training, and male gender. Gender-related differences were not explained through our data but have been reported elsewhere and warrant further study. The duration, intensity and type of role that volunteers performed was similar across demographics and did not appear to modulate their overall experience.ConclusionsWhilst acknowledging the uniqueness of emergency volunteering and the survey response rate of 15% of volunteers, we suggest the features of a successful service-learning programme include: a learner-centred induction, regular contact with engaged and appreciative supervisors, and roles where students feel valued. Programmes in similar settings may find that service learning is most impactful earlier in medical students' training and that students with altruistic motivations and meaningful work may flourish without formal outcomes and assessments.

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Undergraduate medical students need more training in craniomaxillofacial surgery: a comparative study between medical and dental students.

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Undergraduate medical students need more training in craniomaxillofacial surgery: a comparative study between medical and dental students.

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