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Science Reports

Medical student feedback on a novel curriculum module: Fundamentals of suturing skills (FOSS).

Authors: Gammill S, Phelan K, Bennett T, Thrush C, Golinko M, Hartzell L, Bhavaraju A.

Abstract

BACKGROUND

The ability to suture simple lacerations is a basic expectation for many residents, but recent medical school graduates often feel unprepared to perform this skill.1 Various curricula have been developed by medical schools to facilitate the acquisition of procedural skills such as suturing,2-4 unfortunately, these courses are typically offered only on an elective basis for interested students.5  To address this deficiency amongst incoming interns, many graduate medical education programs have implemented boot camps aimed at teaching basic procedural skills.6-9  To better prepare our medical students for clinical clerkships and beyond, we implemented a mandatory progressive, longitudinal suturing curriculum and present survey results from the initial cohort of students.

METHODS

All students are provided online video resources and suturing materials for independent practice, followed by six hours of hands-on instruction starting on their own gross-laboratory cadavers ,during divided sessions throughout the M1 and M2 years covering key suturing skills (ex. correct instrument position, instrument and hand knot tying, various suturing techniques). With each session, students are checked off on what they have learned the previous session and then focus on practicing the next set of skills. Finally, a 2-hour refresher session is provided immediately prior to starting M3 clinical clerkships. FOSS sessions are led by clinical faculty, residents, and peer tutors. M1 students completed course evaluation surveys before (n=167) and after (n=148) the first FOSS session to assess pre-course suturing experience, comfort level with previously stated skills, and impressions about the overall course design. 

RESULTS

Prior to the course, just over one-third (37%) had no suturing exposure or direct suturing experience. Of the 63% of students with prior exposure, less than 5% had any direct suturing experience. There was a statistically significant improvement in students’ ratings of their comfort with proper instrument position, performing simple interrupted sutures, and performing instrument ties (p<0.0001). 83% of students rated the gross lab sessions as excellent. The majority of students found the FOSS resources very helpful: materials and self-study guides (91%); clinical faculty (99%); session time (99%).

CONCLUSIONS

Based on positive responses and improved comfort level with basic suturing skills, the program appears to be a worthwhile use of both faculty resources and students’ time. Students were also exposed to suturing much earlier than otherwise expected during their medical education. Future work will examine the potential impact on students’ performance during clinical rotations.

References

  1. Fargo MV, Edwards JA, Roth BJ, Short MW. Using a simulated surgical skills station to assess laceration management by surgical and nonsurgical residents. J Grad Med Educ. 2011 Sep;3(3):326-31.
  2. Lemke M, Lia H, Gabinet-Equihua A, et al. Optimizing resource utilization during proficiency-based training of suturing skills in medical students: a randomized controlled trial of faculty-led, peer tutor-led, and holography-augmented methods of teaching. Surgical endoscopy. 2019 Jul 8:1-0.
  3. Manning E, Mishall P, Weidmann M, et al. Early and prolonged opportunities to practice suturing increases medical student comfort with suturing during clerkships: Suturing during cadaver dissection. American association for anatomy. 2018 Mar;11(6)
  4. Miller S, Shipper E, Hasty B, et al. Introductory Surgical Skills Course: Technical Training and Preparation for the Surgical Environment. MedEdPORTAL. 2018;14:10775. Published 2018 Nov 28. doi:10.15766/mep_2374-8265.10775
  5. Antonoff M, Green C, D’Cunha J. Operative and technical skills for the senior medical student entering surgery. MedEdPORTAL. 2013;9:9470.
  6. American Academy of Family Physicians. Recommended curriculum guidelines for family medicine residents. Care of the Surgical Patient. 2008. Obtained from:  https://www.aafp.org/dam/AAFP/documents/medical_education_residency/program_directors/Reprint259_Surgical.pdf
  7. Dean KM, DeMason CE, Choi SS, Malloy KM, Malekzadeh S. Otolaryngology boot camps: Current landscape and future directions. Laryngoscope. 2019; 9999:1–6. [Epub ahead of print]
  8. Ataya R, Dasgupta R, Blanda R, Moftakhar Y, Hughes PG, Ahmed R. Emergency medicine residency boot Camp curriculum: a pilot study. West J Emerg Med. 2015 Mar;16(2):356-61.
  9. Promes SB, Chudgar SM, Grochowski CO, Shayne P, Isenhour J, Glickman SW, Cairns CB. Gaps in procedural experience and competency in medical school graduates. Acad Emerg Med. 2009 Dec;16 Suppl 2:S58-62.
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Conference/Symposium/Course name where the work was supposed to be presented:
AAMC Southern Group on Educational Affairs (SGEA) Annual Meeting