Undergraduate pediatric surgery objectives: Goal and reality
ABSTRACT Educational objectives can be used both in the standardization of curricula and in their evaluation. Surveys of subspecialty objectives can clarify educational priorities and identify areas of proficiency and deficiency.
Fifty-one third-year and 56 fourth-year medical students were surveyed on their perceived mastery level of 60 pediatric surgery cognitive objectives. The same objectives were also used to survey 34 pediatric surgeons and 126 practicing family physicians. Physicians' expected and students' self-reported proficiency was scored for each objective from 0 (not required/unaware of condition) to 3 (confident with diagnosis and management of condition). Information regarding pediatric surgery instruction was also obtained from the undergraduate deans of 12 Canadian medical schools. Data were analyzed using descriptive methods and one-way analysis of variance (ANOVA) and were compared with existing objectives listings in the subspecialty.
Students' familiarity scores increased significantly from third-year to fourth-year (P < .05), and approximated in fourth year the expected proficiency levels. Family physicians' and pediatric surgeons' expectations were remarkably similar. Eleven items were identified by both physician groups as nonessential (mean score < 1.5), whereas 29 were perceived as essential (score > 2.0). The fourth-year students' perceived knowledge of all but 3 of these 29 objectives was adequate. Comparison of the data with previous objectives listings showed similar expected competencies. Deans' data showed varied but mostly limited exposure to pediatric surgery in the undergraduate curriculum.
The current study has allowed a revision of undergraduate objectives in pediatric surgery based on broad stakeholder input. It has also clarified both the expected and the perceived student mastery of these objectives, and identified areas of specific stress required. The results can be used toward establishing a unified, reliable, undergraduate curriculum for pediatric general surgery.
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ABSTRACT: Undergraduate paediatric surgery poses the challenges of teaching future doctors about surgical procedures in and the care of children, and about the intersection of the two. 1 Formulating an undergraduate paediatric general surgery curriculum that will meet these challenges is not an easy task. Although paediatric surgeons are the authorities on their spe-cialty, input from other physicians regarding specific needs arising from experience in the course of their practice, 2 and from other stakeholders, including students and even the public, may be invaluable in compiling the undergraduate paediatric general surgery curriculum. Paediatric Surgery Summary Background. In the Nigerian setting the curriculum of each medical school is the sole responsibility of the senate of the respective university. This arrangement results in variability in learning objectives and in students' acquisition of skills to manage clinical problems. Educational objectives can be used to both standardise and evaluate curricula. This study aimed to: (i) identify main objectives of paediatric surgery at the undergraduate level; (ii) establish students' knowledge with regard to these objectives; (iii) evaluate the input of both specialists and non-specialists to these objectives; and (iv) examine the status of undergraduate paediatric surgery in-struction in our medical schools.
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ABSTRACT: The present paper focuses upon the issues in curricular reform that have specific relevance for surgeons. A central theme is that, taking into account the dual diminution of general surgery and large central teaching hospitals, there is a need to have a clear vision of what should be included in surgical curricula and how we can adjust to new methods of teaching and learning.ANZ Journal of Surgery 01/2001; 71(2):108 - 113. DOI:10.1046/j.1440-1622.2001.02030.x · 1.12 Impact Factor
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ABSTRACT: The present paper focuses upon the issues in curricular reform that have specific relevance for surgeons. A central theme is that, taking into account the dual diminution of general surgery and large central teaching hospitals, there is a need to have a clear vision of what should be included in surgical curricula and how we can adjust to new methods of teaching and learning.ANZ Journal of Surgery 03/2001; 71(2):108-13. · 1.12 Impact Factor