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Burns L, Caterine S, Walker D, Ghumman Z, Lee SY. One-week radiology boot camp for pre-clerkship medical students: A novel format improving image interpretation and confidence. Curr Probl Diagn Radiol 2024; 53:252-258. [PMID: 38272750 DOI: 10.1067/j.cpradiol.2024.01.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 10/27/2023] [Accepted: 01/16/2024] [Indexed: 01/27/2024]
Abstract
RATIONALE AND OBJECTIVES To measure change in radiology knowledge, confidence in radiology skills, and perceptions pertaining to radiology following a one-week boot camp elective for undergraduate medical students. MATERIALS AND METHODS A five-day comprehensive radiology boot camp was developed including sessions on image interpretation, procedural skills, and appropriate image ordering. A multiple-choice quiz was administered before and after the elective, utilizing radiology questions from the validated AMSER STARS database. Additionally, a pre- and post-elective survey was administered assessing radiology career interest, confidence in radiology-based skills, and the potential ability of radiology-based skills to increase confidence in specialties other than radiology. Responses from the assessments were analysed using paired t-tests. RESULTS 15 students enrolled in the course and 14 completed all assessments. The average score on the quiz increased from 50.1% to 66.0% (p<0.001). On the post-elective survey, the average student confidence score increased by more than one point on a six-point Likert scale in each of radiographic interpretation (p=0.004), ultrasound interpretation (p=0.0002), CT/MRI interpretation (p=0.02), general radiology knowledge including procedural skills (p=0.0001), and appropriate image ordering (p=0.004). Average student satisfaction with the elective was 8.1 out of 10. CONCLUSION A one-week radiology boot camp for pre-clerkship medical students improved radiology knowledge and confidence in radiology skills, showing potential for this format to meet the demand for increased radiology content in undergraduate training. Students indicated that confidence in radiology knowledge would increase confidence on non-radiology clerkship rotations, highlighting the importance of how a one-week radiology bootcamp can impact both future radiology and non-radiology clerkship experiences.
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Affiliation(s)
- Levi Burns
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Scott Caterine
- Department of Radiology, McMaster University, Hamilton, Ontario, Canada
| | - Danielle Walker
- Department of Radiology, McMaster University, Hamilton, Ontario, Canada
| | - Zonia Ghumman
- Department of Radiology, McMaster University, Hamilton, Ontario, Canada
| | - Stefanie Y Lee
- Department of Radiology, McMaster University, Hamilton, Ontario, Canada.
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Wesevich A, De Fer TM, Awad MM, Woodhouse J, Andriole DA, Brunt LM. A Capstone Course for Senior Medical Students: from Innovative Elective to Required Core Curriculum. Med Sci Educ 2024; 34:171-180. [PMID: 38510417 PMCID: PMC10948630 DOI: 10.1007/s40670-023-01880-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/01/2023] [Indexed: 03/22/2024]
Abstract
We describe our institution's development and implementation of our Capstone course from a small elective course to the only required fourth-year course. The course's structure evolved from mostly didactic to one including various workshops and simulation sessions. Course content has become increasingly specialty-specific. Implementation requires high faculty and resident involvement. Evaluations indicate a positive impact of the course on participants' self-reported confidence and residency preparedness. Assessment remains pass/fail with more specialty-specific questions. As steadily increasing numbers of medical schools are developing transition to residency courses, we share our Capstone course's evolution and lessons learned over the past nine years. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01880-2.
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Affiliation(s)
- Austin Wesevich
- Section of Hematology/Oncology, Department of Medicine, University of Chicago, Chicago, IL USA
| | - Thomas M. De Fer
- Department of Medicine, Washington University School of Medicine, St. Louis, MO USA
| | - Michael M. Awad
- Department of Surgery, Washington University School of Medicine, St. Louis, MO USA
| | - Julie Woodhouse
- Office of Education, Washington University School of Medicine, St. Louis, MO USA
| | - Dorothy A. Andriole
- Medical Education Research, Association of American Medical Colleges, Washington, D.C. USA
| | - L. Michael Brunt
- Department of Surgery, Washington University School of Medicine, St. Louis, MO USA
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Fu MZ, Islam R, DeMarzo J, Lichtbroun B, Tabakin AL, Park JH, Elsamra SE. The Boot Camp Model in Urology: Preparing PGY1 Urology Interns for Practice. Curr Urol Rep 2023; 24:553-559. [PMID: 37749358 DOI: 10.1007/s11934-023-01186-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/09/2023] [Indexed: 09/27/2023]
Abstract
PURPOSE OF REVIEW The purpose of this review is to highlight literature regarding resident boot camps published across surgical specialties with a focus on urology. Herein, we discuss different boot camp iterations, their results, and the integration of simulation into their curriculum. We review program elements such as curriculum, course length, and efficacy as well as areas for continued investigation. RECENT FINDINGS The field of urology has grown in both the breadth of knowledge and the complexity of procedures. With urology now being an integrated surgical subspecialty, interns often start on the urology service despite limited experience navigating this unique specialty. The boot camp model is one method by which interns and junior residents participate in consolidated training programs to best prepare them for a patient-facing role and the day-to-day demands of residency. Urology programs, both in the USA and abroad, have begun integrating boot camps into their training programs with positive results. Urology boot camps can be a valuable part of training programs for interns to quickly establish medical knowledge, skills, and efficiency. Boot camps should be easily accessible, have sufficient support from institutions, and provide effective training through various methods such as didactics and simulation.
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Affiliation(s)
- Melinda Z Fu
- Division of Urology, Department of Surgery, Rutgers Robert Wood Johnson Medical School, Clinical Academic Building, 125 Paterson Street, Suite 4100, New Brunswick, NJ, 08901, USA
| | - Raeesa Islam
- Division of Urology, Department of Surgery, Rutgers Robert Wood Johnson Medical School, Clinical Academic Building, 125 Paterson Street, Suite 4100, New Brunswick, NJ, 08901, USA
| | - Joseph DeMarzo
- Rutgers Robert Wood Johnson Medical School, Piscataway, NJ, USA
| | - Benjamin Lichtbroun
- Division of Urology, Department of Surgery, Rutgers Robert Wood Johnson Medical School, Clinical Academic Building, 125 Paterson Street, Suite 4100, New Brunswick, NJ, 08901, USA
| | - Alexandra L Tabakin
- Division of Female Pelvic Medicine and Reconstructive Surgery, Donald and Barbara Zucker School of Medicine and Hofstra/Northwell, Great Neck, NY, USA
| | - Ji Hae Park
- Division of Urology, Department of Surgery, Rutgers Robert Wood Johnson Medical School, Clinical Academic Building, 125 Paterson Street, Suite 4100, New Brunswick, NJ, 08901, USA
| | - Sammy E Elsamra
- Division of Urology, Department of Surgery, Rutgers Robert Wood Johnson Medical School, Clinical Academic Building, 125 Paterson Street, Suite 4100, New Brunswick, NJ, 08901, USA.
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Pang KH, Jain S, Biyani CS, Payne SR. The need for a course to complete urological education for consultant practice using a simulated ' boot camp' structure at the end of specialist training: A survey-based study. Scott Med J 2023; 68:49-57. [PMID: 36942491 DOI: 10.1177/00369330231163376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/23/2023]
Abstract
BACKGROUND AND AIMS To obtain opinions from urology trainees and consultants regarding the need for, and structure of, a post-specialty training Urology Simulation Boot Camp (USBC) for consultant practice. METHODS AND RESULTS A survey-based study was conducted, and 'Google Forms' were distributed electronically via social media. Urology specialist trainees (ST) in years 5-7 (ST5-ST7), post-certification of completion of training (CCT) fellows and ST3 boot camp faculty consultants in practice for ≤5 years and >5 years were included. One hundred and seven responses were received. 97.2% of responders thought a pre-consultant USBC was worthwhile; 55.1% selected the course duration to be 2 days. 47.7% felt that the USBC should be delivered post-exam in ST7. 91.6%, 43.9%, 73.8%, 87.9% and 74.8% considered that modules in emergency operative procedures, novel uro-technologies, delivering multidisciplinary team (MDT) meetings, non-clinical consultant roles and responsibilities, stress and burnout to be important, respectively. 62.6% and 31.8% felt that the course should be wholly or part-funded by Health Education England (HEE). CONCLUSIONS A post-specialty training, pre-consultant, USBC delivered post-exam in ST7, is worthwhile and should include modules on emergency operative procedures, leading MDTs, non-clinical roles and responsibilities and managing stress and burnout in consultant careers. Ideally, it should be fully/part-funded by HEE.
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Affiliation(s)
- Karl H Pang
- Institute of Urology, University College Hospital, University College London Hospitals NHS Foundation Trust, London, UK
- Division of Surgery and Interventional Science, University College London, London, UK
| | - Sunjay Jain
- Department of Urology, St James's University Hospital, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Chandra Shekhar Biyani
- Department of Urology, St James's University Hospital, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Stephen R Payne
- The British Association of Urological Surgeons, Royal College of Surgeons, London, UK
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Choron RL, Manzella A, Teichman AL, Cai J, Schroeder ME, Yao M, Greenberg P. The Impact of Surgical Boot Camp on Medical Student Confidence and Imposter Syndrome. J Surg Res 2023; 283:872-8. [PMID: 36915015 DOI: 10.1016/j.jss.2022.11.013] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 10/21/2022] [Accepted: 11/06/2022] [Indexed: 12/12/2022]
Abstract
INTRODUCTION Transitioning from medical student to surgical intern is accompanied by increased responsibility, stress, and clinical burden. This environment lends itself to imposter syndrome (IS), a psychological condition grounded in self-doubt causing fear of being discovered as fraud despite adequate abilities. We hypothesized a 2-week surgical boot camp for fourth year medical students would improve confidence in technical skills/knowledge and IS. METHODS Thirty medical students matching into surgical specialties completed the boot-camp in February 2020. Presurveys/postsurveys assessed confidence levels using a 1-5 Likert scale regarding 32 technical skills and knowledge points. The Clance Impostor Phenomenon Scale (CIPS) assessed IS, where increasing scores correlate to greater IS. RESULTS Median (interquartile range [IQR]) subject age was 27 y (26, 28), 20 (66.7%) were male, and 21 (70%) were Caucasian. Of the 30 students, 23 (76.7%) had a break in training with a median [IQR] of 2 [1, 3] y outside of medicine. Confidence scores were significantly improved in all five assessment categories (P < 0.05); however, there was no change in CIPS in median [IQR] presurveys versus postsurveys (65.5 [52, 75] versus 64 [52, 75], P = 0.70). Females had higher mean (standard deviation) pre-CIPS than males (68.4 [15.2] versus 61.6 [14.9], P = 0.02). There was no strong correlation between age and CIPS in the presurvey (Spearman Rank Correlation Coefficient [SRCC]: 0.29, P = 0.19) or postsurvey (SRCC: 0.31, P = 0.10). While subjects who worked outside of medicine had a stronger relationship with IS (SRCC: 0.37, P = 0.05), multivariable regression analysis did not reveal any significant differences. CONCLUSIONS We advocate for surgical boot-camp training courses to improve trainee skill and confidence. As IS is not improved by boot camp, additional research is needed to identify opportunities to improve IS among surgical trainees.
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Yearley AG, Ng PR, Gupta S, Cosgrove GR, Mooney MA. Utility of a Pilot Neurosurgical Operative Skills Boot Camp in Medical Student Training. World Neurosurg 2022; 166:e551-e560. [PMID: 35870784 DOI: 10.1016/j.wneu.2022.07.065] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 07/11/2022] [Accepted: 07/12/2022] [Indexed: 12/15/2022]
Abstract
OBJECTIVE The neurosurgical sub-internship is a crucial step for prospective neurosurgeons. However, the expectations for sub-interns, particularly the technical skills required by residents and attendings, often are unclear. We present survey data on what medical students, residents, and attendings believe are important procedural proficiencies for neurosurgical sub-internships. We incorporated these tasks into a pilot skills-based craniotomy workshop, and here we report on the impact of the session on the neurosurgical training of medical students. METHODS A 1-day craniotomy lab using cadaveric cranial specimens was conducted for medical students. Surveys querying important competencies for sub-internships were answered by residents and attendings at affiliated hospitals. Pre- and postlab surveys querying interest in and perceptions of neurosurgery, self-assessment of skills, and important competencies for sub-internship preparation were answered by attendees. RESULTS Medical students, residents, and attendings agreed that burr-hole placement, bone replating, and galea and skin closure were of high importance for sub-interns. There was significant disagreement on the importance of dural opening and closure, establishing a craniotomy, and neuronavigation. The workshop altered perceptions of neurosurgery, with significant changes in recognizing the value of peer mentorship. Students also expressed increased confidence in technical skills, with significant improvements shown in understanding of neurosurgical high-speed drill use (P < 0.001). CONCLUSIONS Although the expectations for sub-interns may be heterogeneous, there is general agreement that proficiency in the initial and final steps of craniotomies, as well as minor procedures, is recommended. Cadaveric labs can improve student engagement in neurosurgery, facilitate interactions with neurosurgical departments, and enhance technical skills.
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Affiliation(s)
| | - Patrick R Ng
- Harvard Medical School, Boston, Massachusetts, USA
| | - Saksham Gupta
- Harvard Medical School, Boston, Massachusetts, USA; Department of Neurosurgery, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - G Rees Cosgrove
- Harvard Medical School, Boston, Massachusetts, USA; Department of Neurosurgery, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Michael A Mooney
- Harvard Medical School, Boston, Massachusetts, USA; Department of Neurosurgery, Brigham and Women's Hospital, Boston, Massachusetts, USA.
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Baird R, Puligandla P, Lopushinsky S, Blackmore C, Krishnaswami S, Nwomeh B, Downard C, Ponsky T, Ghani MO, Lovvorn HN. Virtual curriculum delivery in the COVID-19 era: the pediatric surgery boot camp v2.0. Pediatr Surg Int 2022; 38:1385-1390. [PMID: 35809106 PMCID: PMC9455938 DOI: 10.1007/s00383-022-05156-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/12/2022] [Indexed: 11/25/2022]
Abstract
PURPOSE We evaluated the impact of a virtual Pediatric Surgery Bootcamp curriculum on resource utilization, learner engagement, knowledge retention, and stakeholder satisfaction. METHODS A virtual curriculum was developed around Pediatric Surgery Milestones. GlobalCastMD delivered pre-recorded and live content over a single 10-h day with a concluding social hour. Metrics of learner engagement, faculty interaction, knowledge retention, and satisfaction were collected and analyzed during and after the course. RESULTS Of 56 PS residencies, 31 registered (55.4%; 8/8 Canadian and 23/48 US; p = 0.006), including 42 learners overall. The virtual BC budget was $15,500 (USD), 54% of the anticipated in-person course. Pre- and post-tests were administered, revealing significant knowledge improvement (48.6% [286/589] vs 66.9% [89/133] p < 0.0002). Learner surveys (n = 14) suggested the virtual BC facilitated fellowship transition (85%) and strengthened peer-group camaraderie (69%), but in-person events were still favored (77%). Program Directors (PD) were surveyed, and respondents (n = 22) also favored in-person events (61%). PDs not registering their learners (n = 7) perceived insufficient value-added and concern for excessive participants. CONCLUSIONS The virtual bootcamp format reduced overall expenses, interfered less with schedules, achieved more inclusive reach, and facilitated content archiving. Despite these advantages, learners and program directors still favored in-person education. LEVEL OF EVIDENCE III.
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Affiliation(s)
- Robert Baird
- Department of Pediatric Surgery, BC Children’s Hospital University of British Colombia, Ambulatory Care Bldg, K0-134, 4480 Oak Street, Vancouver, BC V6H 3V4 Canada
| | - Pramod Puligandla
- Department of Pediatric Surgery, Montreal Children’s Hospital, McGill University, Montreal, CA Canada
| | - Steven Lopushinsky
- Section of Pediatric Surgery, Alberta Children’s Hospital, University of Calgary, Calgary, CA Canada
| | - Christopher Blackmore
- Division of Pediatric General and Thoracic Surgery, IWK Health Centre, Dalhousie University, Halifax, NS Canada
| | - Sanjay Krishnaswami
- Division of Pediatric Surgery, Doernbecher Children’s Hospital, Oregon Health and Science University, Portland, OR USA
| | - Benedict Nwomeh
- Department of Pediatric Surgery, Nationwide Children’s Hospital, Ohio State University, Columbus, OH USA
| | - Cynthia Downard
- Division of Pediatric Surgery, Hiram C Polk, Jr, MD Department of Surgery, University of Louisville, Norton Children’s Hospital, Louisville, KY USA
| | - Todd Ponsky
- Division of Pediatric Surgery, Cincinnati Children’s Hospital, University of Cincinnati, Cincinnati, OH USA
| | - Muhammad O. Ghani
- Department of Pediatric Surgery, Monroe Carell, Jr. Children’s Hospital at Vanderbilt, Nashville, TN USA
| | - Harold N. Lovvorn
- Department of Pediatric Surgery, Monroe Carell, Jr. Children’s Hospital at Vanderbilt, Nashville, TN USA
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Bondzi-Simpson A, Lindo CJ, Hoy M, Lui JT. The Otolaryngology boot camp: a scoping review evaluating commonalities and appraisal for curriculum design and delivery. J Otolaryngol Head Neck Surg 2022; 51:23. [PMID: 35659365 PMCID: PMC9167522 DOI: 10.1186/s40463-022-00583-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2021] [Accepted: 05/12/2022] [Indexed: 11/10/2022] Open
Abstract
OBJECTIVE Surgical boot camps are becoming increasingly popular in Otolaryngology-Head and Neck Surgery (OHNS) residency programs. Despite pioneering virtual reality and simulation-based surgical education, these boot camps have lacked critical appraisal. The objective of this article was to examine the adoption and utility of surgical boot camps in OHNS residency training programs around the world. DATA SOURCES Ovid Medline and PubMed databases were systematically searched in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for scoping reviews. Additionally, a grey literature search was performed. REVIEW METHODS Inclusion criteria were peer-reviewed publications and grey literature sources that reported on OHNS boot camps for the novice learner. The search was restricted to human studies published in English. Studies were excluded if they were not examining junior trainees. RESULTS A total of 551 articles were identified. Following removal of duplicates, screening, and full text review, 16 articles were included for analysis. Seven major boot camps were identified across various academic sites in the world. Most boot camps were one-day intensive camps incorporating a mixture of didactic, skill specific, and simulation sessions using an array of task trainers and high-fidelity simulators focusing on OHNS emergencies. Studies measuring trainee outcomes demonstrated improvement in trainee confidence, immediate knowledge, and skill acquisition. CONCLUSION Surgical boot camps appear to be an effective tool for short term knowledge and skill acquisition. Further studies should examine retention of skill and maintenance of confidence over longer intervals, as little is known about these lasting effects.
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Affiliation(s)
- Adom Bondzi-Simpson
- Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- Division of General Surgery, Department of Surgery, University of Toronto, Toronto, ON, Canada
| | - C J Lindo
- Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Monica Hoy
- Section of Otolaryngology-Head and Neck Surgery, Department of Surgery, University of Calgary, Calgary, AB, Canada
| | - Justin T Lui
- Section of Otolaryngology-Head and Neck Surgery, Department of Surgery, University of Calgary, Calgary, AB, Canada.
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Elliott LE, Petosa JJ, Guiot AB, Klein MD, Herrmann LE. Qualitative Analysis of a Virtual Near-Peer Pediatric Boot Camp Elective. Med Sci Educ 2022; 32:473-480. [PMID: 35070488 PMCID: PMC8762435 DOI: 10.1007/s40670-021-01466-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 05/29/2023]
Abstract
OBJECTIVE To explore fourth-year medical students' experience with a virtual, near-peer facilitated pediatric boot camp through the lens of self-determination theory (SDT). METHODS We developed a virtual pediatric boot camp elective for fourth-year medical students pursuing pediatric residency using Kern's six steps of curriculum development. The two-week virtual elective consisted of facilitated video conferences and small group discussions led by two senior pediatric residents. Semi-structured focus groups were conducted after elective completion. Using SDT as our conceptual framework, we explored participants' experience with the near-peer facilitation of the boot camp. Focus group recordings were transcribed and thematically analyzed using deductive coding for SDT, with inductive coding for themes outside the theory's scope. Saturation was reached after three focus groups. The codebook was iteratively revised through peer debriefing between coders and reviewed by other authors. Credibility was established through member checking. RESULTS Ninety-two percent of eligible medical students (n = 23/25) participated in the boot camp with attendance ranging from 18-21 students per session. Twelve students (52%) participated in three focus groups. Qualitative analysis identified five major themes. Four themes consistent with SDT emerged: competence, autonomy, relatedness to near-peers, and relatedness to specialty/institution. The learning environment, including the virtual setting, emerged as an additional, non-SDT-related theme. CONCLUSIONS Medical students' experience with our virtual boot camp closely aligned with SDT. Near-peer relatedness emerged as a unique theme which could be further investigated in other aspects of medical student education. Future research could evaluate higher-level learning outcomes from near-peer educational opportunities. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01466-w.
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Affiliation(s)
- Laura Even Elliott
- Division of Emergency Medicine, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 1005, Cincinnati, OH 45229 USA
| | - John J. Petosa
- Department of Pediatric Emergency Medicine, Monroe Carell Jr. Children’s Hospital at Vanderbilt, 2200 Children’s Way, Room / Suite 1025, Nashville, TN 37232 USA
| | - Amy B. Guiot
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Ave, Cincinnati, OH 45267 USA
- Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 9016, Cincinnati, OH 45229 USA
| | - Melissa D. Klein
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Ave, Cincinnati, OH 45267 USA
- Division of General Pediatrics and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, 3430 Burnet Ave, MLC 2011, Cincinnati, OH 45229 USA
| | - Lisa E. Herrmann
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Ave, Cincinnati, OH 45267 USA
- Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 9016, Cincinnati, OH 45229 USA
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Abstract
Background The final months of the fourth-year of medical school are variable in educational and clinical experience, and the effect on clinical knowledge and preparedness for residency is unclear. Specialty-specific “bootcamps” are a growing trend in medical education aimed at increasing clinical knowledge, procedural skills, and confidence prior to the start of residency. Methods We developed a 4-week Emergency Medicine (EM) bootcamp offered during the final month of medical school. At the conclusion of the course, participants evaluated its impact. EM residency-matched participants and non-participants were asked to self-evaluate their clinical knowledge, procedural skills and confidence 1 month into the start of residency. Program directors were surveyed to assess participants and non-participants across the same domains. A Fisher’s exact test was performed to test whether responses between participants and non-participants were statistically different. Results From 2015 to 2018, 22 students participated in the bootcamp. The majority reported improved confidence, competence, and procedural skills upon completion of the course. Self-assessed confidence was significantly higher in EM-matched participants 1 month into residency compared to EM-matched non-participants (p = 0.009). Self-assessed clinical knowledge and procedural skill competency was higher in participants than non-participants but did not reach statistical significance. Program directors rated EM-matched participants higher in all domains but this difference was also not statistically significant. Conclusions Participation in an EM bootcamp increases self-confidence at the start of residency among EM-matched residents. EM bootcamps and other specialty-specific courses at the end of medical school may ease the transition from student to clinician and may improve clinical knowledge and procedural skills. Supplementary Information The online version contains supplementary material available at 10.1186/s12245-021-00371-8.
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Affiliation(s)
- Jason J Lewis
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center, One Deaconess Road, Rosenberg Building 2, Boston, MA, 02215, USA.
| | - Anne V Grossestreuer
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center, One Deaconess Road, Rosenberg Building 2, Boston, MA, 02215, USA
| | - Edward A Ullman
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center, One Deaconess Road, Rosenberg Building 2, Boston, MA, 02215, USA
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Horn B, Wells L, Halford Z. Oncology boot camp: A preparatory curriculum for advanced pharmacy practice experience students. J Oncol Pharm Pract 2021:10781552211019116. [PMID: 34027747 DOI: 10.1177/10781552211019116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
INTRODUCTION The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. METHODS APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. RESULTS Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. CONCLUSION The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.
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Affiliation(s)
- Bethannee Horn
- Jackson-Madison County General Hospital, Jackson, TN, USA
| | - Lyn Wells
- Kirkland Cancer Center, Jackson, TN, USA
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Klausner EA, Mark KS, Rowe EL, Hamilton BS. Survey data on orientations, boot camps, and pre-matriculation programs in schools/colleges of pharmacy. Data Brief 2021; 35:106938. [PMID: 33748369 PMCID: PMC7967005 DOI: 10.1016/j.dib.2021.106938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 01/13/2021] [Accepted: 03/01/2021] [Indexed: 11/26/2022] Open
Abstract
A survey about orientations, boot camps, and pre-matriculation programs in schools/colleges of pharmacy was approved by the South College Institutional Review Board (IRB). The survey was sent electronically to Assistant/Associate Deans of Academic Affairs or administrators in similar positions at schools/colleges of pharmacy in October 2016. The survey was closed two months later, in December, with 50 responses. The data that was collected from the survey included characteristics and components of orientations, boot camps, and pre-matriculation programs, such as session content and the frequency sessions appeared. The survey also collected descriptive information from respondents regarding certain demographics related to their schools/colleges of pharmacy (e.g., public or private institutions, a 4-year program or a 3-year program). The data can be used by schools/colleges of pharmacy and other healthcare professions that wish to revise or establish orientations, boot camps, and pre-matriculation programs.
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Affiliation(s)
- Eytan A Klausner
- Department of Pharmaceutical Sciences, South College School of Pharmacy, 400 Goodys Lane, Knoxville, TN 37922, United States of America
| | - Karen S Mark
- Department of Pharmaceutical Sciences, South College School of Pharmacy, 400 Goodys Lane, Knoxville, TN 37922, United States of America
| | - Erica L Rowe
- Department of Pharmaceutical Sciences, South College School of Pharmacy, 400 Goodys Lane, Knoxville, TN 37922, United States of America
| | - Beverly S Hamilton
- Department of Math and Science, Lincoln Memorial University, 6965 Cumberland Gap Parkway, Harrogate, TN 37752, United States of America
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Alabi O, Hill R, Walsh M, Carroll C. Introduction of an ENT emergency-safe boot camp into postgraduate surgical training in the Republic of Ireland. Ir J Med Sci 2021; 191:475-477. [PMID: 33686568 PMCID: PMC7938879 DOI: 10.1007/s11845-021-02581-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 02/26/2021] [Indexed: 11/16/2022]
Abstract
Background Otolaryngology (ENT) is a craft surgical specialty, which presents significant challenges for the novice surgical trainee (NST), when managing patients with potentially life-threatening conditions. We assess current evidence behind intensive, simulation-rich training programmes or “boot camps”. We outline an ENT emergency-safe boot camp for NSTs and the impact this can have on trainees’ competence when dealing with ENT emergencies. Methods We designed a standardized “ENT emergency-safe boot camp”, aimed at NSTs with a view to up-skilling them in the management of 3 critical clinical scenarios namely post-thyroidectomy haematoma, post-tonsillectomy haemorrhage and epistaxis. All core surgical trainees (CSTs) (n = 54) on the National Surgical Training programme at the Royal College of Surgeons (RCSI) were enrolled on the boot camp. A pre- and post-boot camp anonymised self-assessment was completed by all participants. Results Trainees’ self-assessment demonstrated an increase in median competence scores from 3/5 to 4/5 for management of post-thyroidectomy haematoma and epistaxis. There was a greater increase in self-assessed competence scores from 2/5 to 4/5 for the management of post-tonsillectomy haemorrhage. Ninety-two percent of respondents said the course added to their previous knowledge, 70% of respondents said it improved their technical skills and 85% of participants said the course gave them more confidence with handling ENT related on-call problems. Conclusion Study participants expressed an increase in confidence when dealing with specific ENT emergencies, following boot camp training. This correlates with published data. Patient safety should be enhanced, as a result of participation in this dedicated ENT emergency-safe boot camp.
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Affiliation(s)
- Oludare Alabi
- Royal College of Surgeons in Ireland, 123 St Stephen's Green, Dublin, Ireland. .,Royal Victoria Eye and Ear Hospital, Adelaide Road, Dublin, Ireland.
| | - Rhodri Hill
- Royal College of Surgeons in Ireland, 123 St Stephen's Green, Dublin, Ireland.,Ireland University Hospital Waterford, Waterford, Ireland
| | - Michael Walsh
- Royal College of Surgeons in Ireland, 123 St Stephen's Green, Dublin, Ireland.,Health Service Executive, Dublin, Ireland
| | - Camilla Carroll
- Royal College of Surgeons in Ireland, 123 St Stephen's Green, Dublin, Ireland.,Royal Victoria Eye and Ear Hospital, Adelaide Road, Dublin, Ireland
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Varma B, Mirson L, Vanderberg R, Donovan AK. A Survey of Internal Medicine Interns Regarding the Most Useful Topics to Include in an Internal Medicine Track of a "Get Ready for Residency Boot Camp" Course. Med Sci Educ 2021; 31:37-40. [PMID: 33101761 PMCID: PMC7575335 DOI: 10.1007/s40670-020-01124-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/12/2020] [Indexed: 06/11/2023]
Abstract
In the last decade, boot camp residency preparatory courses for fourth-year medical students have become increasingly popular in medical schools across the USA; however, the curricular content of these courses varies widely. The authors surveyed internal medicine interns at a large academic medical center regarding clinical and non-clinical topics that would be useful for an internal medicine residency preparatory curriculum. The response rate was 79% (64/81). A rational approach to antibiotics (42%) and electrolyte management (41%) were the most frequent clinical topics and cross-cover (69%) was the most frequent non-clinical topic selected by interns.
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Affiliation(s)
- Bhavya Varma
- Division of General Internal Medicine, UPMC Montefiore Hospital, University of Pittsburgh School of Medicine, Suite 933W, 200 Lothrop St., Pittsburgh, PA 15213 USA
| | - Leonid Mirson
- Division of General Internal Medicine, UPMC Montefiore Hospital, University of Pittsburgh School of Medicine, Suite 933W, 200 Lothrop St., Pittsburgh, PA 15213 USA
| | - Rachel Vanderberg
- Division of General Internal Medicine, UPMC Montefiore Hospital, University of Pittsburgh School of Medicine, Suite 933W, 200 Lothrop St., Pittsburgh, PA 15213 USA
- Division of General Internal Medicine, University of Pittsburgh Medical Center, Pittsburgh, PA USA
| | - Anna K. Donovan
- Division of General Internal Medicine, UPMC Montefiore Hospital, University of Pittsburgh School of Medicine, Suite 933W, 200 Lothrop St., Pittsburgh, PA 15213 USA
- Division of General Internal Medicine, University of Pittsburgh Medical Center, Pittsburgh, PA USA
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15
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Sundelin M, Silva J, Daele A, Savopoulos V, Pirola G, Ranasinghe S, Cleynenbreugel B, Biyani C, Kailavasan M. Urology simulation boot camp: A perspective from non-UK delegates. Actas Urol Esp 2021; 45:49-56. [PMID: 32943271 DOI: 10.1016/j.acuro.2020.03.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2020] [Revised: 03/08/2020] [Accepted: 03/22/2020] [Indexed: 10/23/2022]
Abstract
BACKGROUND Medical simulation has become an integral part of modern-day surgical training. Despite its benefits, it is still not widely incorporated in the curriculum of trainees. The Urology Boot Camp (USBC) is an innovative 5-day course aimed at trainees entering the UK training scheme. Since its implementation, there's been increasing interest by non-UK trainees. OBJECTIVE To assess the experiences of non-UK trainees in the USBC, both quantitatively and qualitatively, including skills progression analysis. DESIGN, SETTING AND PARTICIPANTS This double-group cohort retrospective study included 20 delegates from non-UK countries and 76 trainees from UK who attended the USBC in 2017 and 2018. Trainees undertook pre- and post-course MCQs, pre-course operative experience questionnaires and a 12-month post-course survey on the usefulness of the skills acquired. OUTCOME MEASUREMENTS AND STATISTICAL ANALYSIS Differences in mean MCQ scores between UK and non-UK delegates at baseline and after the course were assessed by the independent T-test. Each core urology procedural skill was evaluated by an expert and graded according to a Likert scale (1-5). The Kruskal-Wallis test was used to assess the differences in the scores between both groups on endourological techniques. A Likert scale (1-5) was used to grade the participants' answers to the post-course 12-month survey. RESULTS AND LIMITATIONS Trainees from UK scored significantly higher in the pre-course MCQ assessment, however after completion of the boot camp, no significant difference was noted. There were no differences between the groups at e-BLUS completion times, and both groups significantly improved their results. A 12-month post-course survey on the utility of training during the boot camp and qualitative evaluation of the course by overseas delegates was very positive. CONCLUSIONS The USBC is a valuable learning experience that leads to improvement of technical and soft skills of UK and non-UK trainees alike.
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Dominguez-Colman L, Mehta SU, Mansourkhani S, Sehgal N, Alvarado LA, Mariscal J, Tonarelli S. Teaching Psychiatric Emergencies Using Simulation: an Experience During the Boot Camp. Med Sci Educ 2020; 30:1481-1486. [PMID: 34457815 PMCID: PMC8368315 DOI: 10.1007/s40670-020-01095-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/01/2020] [Indexed: 05/27/2023]
Abstract
OBJECTIVE The purpose of this study is to prepare fourth-year medical students to recognize psychiatric emergencies using simulation technology. The learning experience is accomplished during the boot camp activity designed to train fourth-year medical students in different competencies before transitioning to residency. METHODS Ninety-eight fourth-year medical students at Paul L. Foster School of Medicine participated in the boot camp during the 2018-2019 academic year. The participation of the Department of Psychiatry was for a total of four full days divided into 3-h morning and 3-h afternoon sessions with the average of four students per hour per session. The use of high-fidelity simulation and standardized patients to recreate two different clinical scenarios representing acute psychiatric emergencies, followed by structured debriefing, was implemented. Pre- and post-qualitative surveys, which were electronically available via Qualtrics, intended to assess the effectiveness of the curriculum and course teaching modalities during the boot camp. RESULTS All participants reported improvement on levels of confidence in diagnosis and management of psychiatric emergencies compared with baseline. Overall a statistically significant increase in the Likert score was noted in the post-survey analysis. CONCLUSIONS Teaching psychiatric emergencies utilizing high-fidelity simulation and standardized patient encounters improved student confidence in several competencies. The increase in student confidence can potentially help the learner in transitioning better to residency.
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Affiliation(s)
- Liza Dominguez-Colman
- Department of Psychiatry, Texas Tech University Health Science Center El Paso, 5001 El Paso Drive, El Paso, TX 79905 USA
| | - Shivani U. Mehta
- Department of Psychiatry, Texas Tech University Health Science Center El Paso, 5001 El Paso Drive, El Paso, TX 79905 USA
| | - Shiva Mansourkhani
- Department of Psychiatry, Texas Tech University Health Science Center El Paso, 5001 El Paso Drive, El Paso, TX 79905 USA
| | - Neha Sehgal
- Department of Emergency Medicine, Texas Tech University Health Science Center El Paso, El Paso, TX USA
| | - Luis A. Alvarado
- Biostatistics and Epidemiology Consulting Lab, Texas Tech University Health Science Center El Paso, El Paso, TX USA
| | - Jonathan Mariscal
- Department of Psychiatry, Texas Tech University Health Science Center El Paso, 5001 El Paso Drive, El Paso, TX 79905 USA
| | - Silvina Tonarelli
- Department of Psychiatry, Texas Tech University Health Science Center El Paso, 5001 El Paso Drive, El Paso, TX 79905 USA
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Kassam AF, Singer KE, Winer LK, Browne D, Sussman JJ, Goodman MD, Makley AT. Acquisition and retention of surgical skills taught during intern surgical boot camp. Am J Surg 2020; 221:987-992. [PMID: 32981654 DOI: 10.1016/j.amjsurg.2020.09.018] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Revised: 08/11/2020] [Accepted: 09/11/2020] [Indexed: 01/01/2023]
Abstract
BACKGROUND Surgical residencies have implemented boot-camps for early acquisition of basic technical skills for interns. However, educators worry that retention is poor. We hypothesized that a structured boot-camp curriculum would improve skills. METHODS Interns underwent eight boot-camp sessions at the beginning of residency. Interns completed pre-, post-boot-camp, and end-of-year skills assessments, as well as post-boot camp and end-of-year porcine procedure labs. Proficiency was measured on a 5-point scale and by completion time. RESULTS After boot-camp, interns improved all domains of knot-tying. Median time decreased for skin-closure (8.3 vs 9.9 min, p < 0.01), peg transfer (57 vs 87 s, p < 0.01), intracorporeal (178 vs 300 s, p < 0.01), and extracorporeal knot-tying (140 vs 259 s, p < 0.01). At the end-of-year assessment, interns exhibited retention of all skills and improved in knot-tying and central line skills. During the retention porcine lab, interns progressed basic but not complex skills. CONCLUSIONS An eight-week boot-camp effectively improved technical skills among surgery interns. Interns retained all skills and improved upon techniques frequently practiced during intern year.
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Affiliation(s)
- Al-Faraaz Kassam
- Department of Surgery, University of Cincinnati, Cincinnati, OH, USA
| | - Kathleen E Singer
- Department of Surgery, University of Cincinnati, Cincinnati, OH, USA
| | - Leah K Winer
- Department of Surgery, University of Cincinnati, Cincinnati, OH, USA
| | - Deborah Browne
- Department of Surgery, University of Cincinnati, Cincinnati, OH, USA
| | - Jeffrey J Sussman
- Department of Surgery, University of Cincinnati, Cincinnati, OH, USA
| | - Michael D Goodman
- Department of Surgery, University of Cincinnati, Cincinnati, OH, USA
| | - Amy T Makley
- Department of Surgery, University of Cincinnati, Cincinnati, OH, USA.
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Room HJ, Ji C, Kohli S, Choh C, Robinson P, Knight J, Dennis S. Core surgical field camps: a new deanery-based model for enhancing advanced skills in core surgical trainees through simulation. Br J Hosp Med (Lond) 2020; 81:1-6. [PMID: 32990069 DOI: 10.12968/hmed.2020.0333] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Hands-on wet lab simulation training is a vital part of modern surgical training. Since 2010, surgical 'boot camps' have been run by many UK deaneries to teach core surgical trainees basic entry level skills. Training in advanced skills often requires attendance at national fee-paying courses. In the Wessex Deanery, multiple, free of charge, core surgical 'field camps' were developed to provide more advanced level teaching in the particular specialty preference of each core surgical trainee. After the COVID-19 pandemic, national hands-on courses will be challenging to provide and deanery-based advanced skills training may be the way forward for craft-based specialties. The experiences over 2 years of delivering the Wessex core surgical field camps are shared, giving a guide and advice for other trainers on how to run a field camp.
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Affiliation(s)
- H J Room
- Department of Upper Gastrointestinal Surgery, Queen Alexandra Hospital, Portsmouth NHS Trust, Portsmouth, UK
| | - C Ji
- Department of Upper Gastrointestinal Surgery, Queen Alexandra Hospital, Portsmouth NHS Trust, Portsmouth, UK
| | - S Kohli
- Department of Trauma and Orthopaedic Surgery, Salisbury District Hospital Foundation Trust, Salisbury, UK
| | - Ctp Choh
- Department of Upper Gastrointestinal Surgery, Royal Bournemouth and Christchurch Hospital NHS Foundation Trust, Bournemouth, UK
| | - P Robinson
- Department of Colorectal Surgery, University Hospitals Southampton, Southampton, UK
| | - J Knight
- Department of Upper Gastrointestinal Surgery, Queen Alexandra Hospital, Portsmouth NHS Trust, Portsmouth, UK
| | - S Dennis
- Department of Otolaryngology, Salisbury District Hospital Foundation Trust, Salisbury, UK
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Agrawal V, Agarwal P, Acharya H, Sharma D. Needs-driven skill training for surgical residents: our first experience in a low-/middle-income country. Trop Doct 2020; 50:299-303. [PMID: 32611225 DOI: 10.1177/0049475520937173] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Traditional Halstead teaching, which is time- and opportunity-dependent, has often been replaced by 'boot' camps which involve expensive modules and are usually a grand one-time event. This does not suit the complex teaching and learning needs of low- and middle-income countries (LMICs). We studied the impact of a needs-driven surgical training course implemented instead. The course was taken by 17 first-year residents of surgery, and included a pre-course knowledge assessment test, pre-test skills assessment, as well as post-test assessment and feedback impressions.Mean post-test scores improved significantly (P < 0.05) in all eight skills areas, though only 7 (44.11%) scored ≥80% in tests after the course, but all 17 in theoretical and clinical skills. There was strong agreement over all six points that the needs-driven course was of benefit. Our short and intensive needs-driven skills video training course for surgical residents fills the gap in skills development for general surgery residents.
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Affiliation(s)
- Vikesh Agrawal
- Professor and Head, Pediatric Surgery Division, Department of Surgery, Government NSCB Medical College, Jabalpur (MP), India
| | - Pawan Agarwal
- Professor, Department of Surgery, Government NSCB Medical College, Jabalpur (MP), India
| | - Himanshu Acharya
- Associate Professor, Pediatric Surgery Division, Department of Surgery, Government NSCB Medical College, Jabalpur (MP), India
| | - Dhananjaya Sharma
- Professor and Head, Department of Surgery, Government NSCB Medical College, Jabalpur (MP), India
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20
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Len KA, Gavero GC, Savala MC, Hishinuma ES. Multi-Specialty Boot Camp: Enhancing Student Confidence in Residency Preparation. Med Sci Educ 2020; 30:187-195. [PMID: 34457658 PMCID: PMC8368114 DOI: 10.1007/s40670-019-00848-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND A "boot camp" or senior preparatory course can help to bridge the gap between knowledge and skills attained in required clerkships and residency expectations. An under-researched area is in interventions across specialties and with student confidence as the outcome. OBJECTIVE A multi-specialty school-wide boot camp for 4th year medical students was evaluated with a curriculum that focused on specialty milestones and entrustable professional activities and the importance of student confidence as an outcome. METHODS A school-wide "boot camp" was developed to help 4th year students become ready for their matched specialty. Faculty resources were pooled to teach students from multiple specialties' common milestone topics. Surveys were collected from 3 academic years (2014-2015 to 2016-2017): pre-boot camp (Pre), immediately post-boot camp (Post 1), and 3 months after starting residency (Post 2). Dependent t-tests were employed to determine pre-post differences. RESULTS Over the 3-year study period, 185 students participated in boot camp, 162 (87.6%) completed the first 2 surveys, and 75 (40.5%) students provided data at all 3 points in time. With more robust findings between Pre and Post 1, students improved their confidence level in communicating with families and most specialty skills, and students felt more prepared to be an intern as a result of the boot camp. CONCLUSIONS The robust increase in student confidence suggested that a multi-specialty, school-wide approach to a capstone curriculum should be considered by medical schools, which will not only benefit students but faculty as well. Future research should examine student competence in achieving specialty skills.
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Affiliation(s)
- Kyra A. Len
- Department of Pediatrics, John A. Burns School of Medicine, University of Hawai‘i, Honolulu, HI USA
| | - Gretchenjan C. Gavero
- Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Honolulu, HI USA
| | - Michael C. Savala
- Department of Obstetrics and Gynecology, John A. Burns School of Medicine, University of Hawai‘i, Honolulu, HI USA
| | - Earl S. Hishinuma
- Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Honolulu, HI USA
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Kumar D, Vachharajani AJ, Wertheimer F, Vergales B, Glass K, Dannaway D, Winter L, Delaney H, Ganster A, Arnold J, Urban A, Johnston L, Bruno C, Gray MM, Sawyer T. Boot camps in neonatal-perinatal medicine fellowship programs: A national survey. J Neonatal Perinatal Med 2020; 12:231-237. [PMID: 30829620 DOI: 10.3233/npm-18117] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Simulation is widely used in graduate medical education. A prior survey showed that 80% of Neonatal-Perinatal Medicine (NPM) fellowship programs in the U.S. use simulation. There are multiple ways to provide simulation-based education. One such method is through intensive simulation-based education sessions held at the beginning of a training program, common called 'boot camps'. The aim of this study was to describe the use of simulation-based boot camps in NPM fellowship programs. METHODS Survey study of Accreditation Council for Graduate Medical Education (ACGME) accredited NPM fellowships in the U.S. RESULTS Fifty-nine of 98 programs (60%) responded. Thirty six (61%) participated in 1st year fellow boot camps, which focused on procedural skills and newborn resuscitation. Nearly half of programs participated in regional boot camps. Most boot camps were one or two days long. Eleven programs (19%) held 2nd or 3rd year fellow boot camps, which focused on advanced resuscitation and communication. Barriers included lack of faculty protected time (57%), funding (39%), and lack of faculty experience (31%). CONCLUSIONS A majority of ACGME accredited NPM fellowships participate in 1st year fellows' boot camps. Many participate in regional boot camps. A few programs have 2nd or 3rd year fellow boot camps. Lack of time, funding, and faculty experience were common barriers.
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Affiliation(s)
- D Kumar
- Department of Pediatrics, Division of Neonatology, Case Western Reserve University School of Medicine, MetroHealth Medical Center, Cleveland, OH, USA
| | - A J Vachharajani
- Department of Pediatrics, Division of Newborn Medicine, Washington University in St. Louis and St. Louis Children's Hospital, St. Louis, MO, USA
| | - F Wertheimer
- Department of Pediatrics, Division of Neonatology, Keck School of Medicine of USC, Los Angeles, CA, USA
| | - B Vergales
- Department of Pediatrics, Division of Neonatology, University of Virginia Health System, Charlottesville, VA, USA
| | - K Glass
- Department of Pediatrics, Division of Neonatal-Perinatal Medicine, Penn State College of Medicine, Penn State Health Children's Hospital, Hershey, PA, USA
| | - D Dannaway
- Department of Pediatrics, Section of Neonatal-Perinatal Medicine, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - L Winter
- Department of Pediatrics, Division of Neonatology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - H Delaney
- Department of Pediatrics, Division of Neonatology, Brooke Army Medical Center, San Antonio, TX, USA
| | - A Ganster
- Department of Pediatrics, Children's Hospital Los Angeles, Los Angeles, CA, USA
| | - J Arnold
- Department of Pediatrics, Johns Hopkins All Children's Hospital, St. Petersburg, FL, USA
| | - A Urban
- Department of Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - L Johnston
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, USA
| | - C Bruno
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, USA
| | - M M Gray
- Department of Pediatrics, Division of Neonatology, University of Washington School of Medicine and Seattle Children's Hospital. Seattle, WA, USA
| | - T Sawyer
- Department of Pediatrics, Division of Neonatology, University of Washington School of Medicine and Seattle Children's Hospital. Seattle, WA, USA
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Abstract
BACKGROUND The novice anaesthesiology trainee must rapidly assimilate the cognitive, technical and non-technical skills necessary to competently respond to critical events in their new role. Providing trainees with the safe and controlled environment of high-fidelity patient simulation is one method to compensate for gaps in trainee experience, offering the potential for effective training. An anaesthesiology boot camp was set up to increase the knowledge, clinical, technical and non-technical competencies of the novice trainee, creating a framework for their future learning and practice. Anaesthetic nurses also attended to incorporated teamwork and collaboration into the boot camp. METHODS Seven novice anaesthesiology trainees and 3 anaesthetic nurses attended 3 4-h boot camp sessions. The boot camp consisted of the following: (1) interactive didactic lectures; (2) task-trainer technical skills teaching; and, (3) high-fidelity simulations. Pre- and post-course evaluation forms including a multiple-choice-questions (MCQ) assessing knowledge were completed. RESULTS Nine participants fully completed the boot camp. There was a significant increase in post-MCQ score (p = 0.001). Feedback from participants included "well organised", "helpful" and "structured approach" with all participants agreeing or strongly agreeing that it was relevant training for their practice. DISCUSSION We have created the first Irish anaesthesiology boot camp, demonstrating the important role that simulation has in enhancing medical education. Our results showed both knowledge attainment and participant satisfaction in this method of learning. Anaesthesiology boot camps are the ideal method to provide novice trainees with a framework for their initial introduction into anaesthesia.
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Affiliation(s)
- Caoimhe C Duffy
- Department of Anaesthesiology, Intensive Care and Pain Medicine, St. Vincent's University Hospital (SVUH), Elm Park, Dublin 4, Ireland.
- College of Anaesthesiologists Simulation Training Programme (CAST), College of Anaesthesiology of Ireland, Merrion Square North, Dublin 2, Ireland.
| | - Zeenat Nawoor-Quinn
- Department of Anaesthesiology, Intensive Care and Pain Medicine, St. Vincent's University Hospital (SVUH), Elm Park, Dublin 4, Ireland
- College of Anaesthesiologists Simulation Training Programme (CAST), College of Anaesthesiology of Ireland, Merrion Square North, Dublin 2, Ireland
| | - Crina L Burlacu
- Department of Anaesthesiology, Intensive Care and Pain Medicine, St. Vincent's University Hospital (SVUH), Elm Park, Dublin 4, Ireland
- College of Anaesthesiologists Simulation Training Programme (CAST), College of Anaesthesiology of Ireland, Merrion Square North, Dublin 2, Ireland
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Theodore S, Grant HM, Budrow JJ, Fernandez GL, Tashjian DB, Seymour NE. Boot Camp in a Box: Initial Experience with Pretraining Skills Preparation for New Interns. J Surg Educ 2019; 76:e225-e231. [PMID: 31471156 DOI: 10.1016/j.jsurg.2019.07.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2019] [Revised: 07/17/2019] [Accepted: 07/27/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE In order to increase selected skills at onset of training, we provided newly matched PGY-1 trainees with materials and instructions to practice these skills, as well as the opportunity to share video-recorded performance and receive feedback based on these videos. METHODS Knot tying and suturing kits, instruments and supplies, and video instructions for task performance were sent to newly matched trainees to our program (n = 10), with instructions to practice 4 tasks (1- and 2-handed knot tying, interrupted and running suturing) until self-assessed comfort with each task was achieved or the 8-week time point before start of training was reached. Each trainee returned a video of each task, which was graded by blinded reviewers for time and errors using an itemized evaluation instrument (12 items for suturing and five items for knot-tying). Feedback (annotations of submitted videos) was provided after grading was completed. Task performance was repeated and reassessed at the time of new intern "Boot Camp" and again 8 weeks after start of training. Performance scores were compared for the 3 time points and with scores of PGY 2-4 residents using ANOVA with posthoc tests. RESULTS Compliance with instruction for practice and return of video recorded tasks in the months before start of PGY-1 training was high, with only 1 of 10 failing to return knot-tying videos. A significant pattern of performance change (p < 0.05) was observed for all tasks with an initial decrease between the pre-employment practice period and the Boot Camp test followed by an increase to the highest level of performance 2 months after start of training. At that point, scores were not significantly different than those of more senior residents. CONCLUSIONS A high level of compliance was achieved with requested skills practice and video documentation of performance. We attribute the consistently lower scores on the tasks during Boot Camp tests to higher stress test environment which was apt to be less favorable than having the trainee choose to submit their best possible preresidency video recording of performance in a low-stress situation. Subsequent achievement of significantly higher performance even compared to more senior residents may have been helped by incentivized pretraining practice.
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Affiliation(s)
- Sheina Theodore
- Department of Surgery Baystate Health, University of Massachusetts Medical School - Baystate, Springfield, Massachusetts
| | - Heather M Grant
- Department of Surgery Baystate Health, University of Massachusetts Medical School - Baystate, Springfield, Massachusetts
| | - John J Budrow
- Department of Surgery Baystate Health, University of Massachusetts Medical School - Baystate, Springfield, Massachusetts
| | - Gladys L Fernandez
- Department of Surgery Baystate Health, University of Massachusetts Medical School - Baystate, Springfield, Massachusetts
| | - David B Tashjian
- Department of Surgery Baystate Health, University of Massachusetts Medical School - Baystate, Springfield, Massachusetts
| | - Neal E Seymour
- Department of Surgery Baystate Health, University of Massachusetts Medical School - Baystate, Springfield, Massachusetts.
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24
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Bamford R, Langdon L, Rodd CA, Eastaugh-Waring S, Coulston JE. Core trainee boot camp, a method for improving technical and non-technical skills of novice surgical trainees. A before and after study. Int J Surg 2018; 57:60-65. [PMID: 29653248 DOI: 10.1016/j.ijsu.2018.03.083] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2018] [Revised: 03/26/2018] [Accepted: 03/30/2018] [Indexed: 11/17/2022]
Abstract
INTRODUCTION The transition to surgical training can be a stressful time for trainees and is most evident during national handover periods where new graduates start and senior trainees rotate to new programmes. During this time, patient mortality can increase and Hospital efficiency reduces. This influence is compounded by the impact of working time directives. Intensive, simulation rich training programmes or "Boot Camps" have been postulated as a solution. This article highlights the development of a surgical boot camp for novice surgical trainees and the impact this can have on training. METHOD A novel surgical boot camp was developed for all trainees within a surgical training region including nine acute NHS trusts. Participating cohort of trainees completed pre and post course questionnaires to assess technical and non-technical skills. RESULTS 25 trainees attended and completed the pre and post boot camp questionnaire. Significant improvements were seen with technical skills (p = 0.0429), overall non-technical skills (p < 0.001) including leadership (p = 0.022), communication (p = 0.010), situational awareness (p = 0.022), patient handover (p = 0.003), ward round skills (p = 0.005) and outpatient skill (p = 0.002). Trainees reported significantly increased ability to assess and manage a critically unwell patient (p = 0.001) and a trauma patient (p = 0.001). 96% of trainees have utilised the skills they learnt on Boot Camp and all trainees would recommend it as an induction programme. CONCLUSION Surgical Boot Camps offer a timely chance to develop technical and non-technical skills whilst enhancing a trainee's confidence and knowledge and reduce the patient safety impact of the handover period.
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Affiliation(s)
- R Bamford
- HESW Severn Post-Graduate School of Surgery, Deanery House, Unit D-Vantage Business Park, Old Gloucester Road, Bristol, BS16 1GW, United Kingdom.
| | - L Langdon
- HESW Severn Post-Graduate School of Surgery, Deanery House, Unit D-Vantage Business Park, Old Gloucester Road, Bristol, BS16 1GW, United Kingdom
| | - C A Rodd
- HESW Severn Post-Graduate School of Surgery, Deanery House, Unit D-Vantage Business Park, Old Gloucester Road, Bristol, BS16 1GW, United Kingdom
| | - S Eastaugh-Waring
- HESW Severn Post-Graduate School of Surgery, Deanery House, Unit D-Vantage Business Park, Old Gloucester Road, Bristol, BS16 1GW, United Kingdom
| | - J E Coulston
- HESW Severn Post-Graduate School of Surgery, Deanery House, Unit D-Vantage Business Park, Old Gloucester Road, Bristol, BS16 1GW, United Kingdom
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25
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Abstract
Vascular surgery has evolved dramatically as a specialty, with new training paradigms and an ever-developing, technically demanding field. The ability to evaluate trainees on their fundamental skills is an important step in ensuring some uniformity in trainees' basic technical abilities. This article describes the development and implementation of the fundamentals of vascular and endovascular surgery, including lessons applied from the Fundamentals of Laparoscopic Surgery and Fundamentals of Endoscopic Surgery programs.
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Affiliation(s)
- Malachi G Sheahan
- Department of Surgery, LSU Health Sciences Center, A1542 Tulane Avenue, New Orleans, LA 70112, USA.
| | - Cassidy Duran
- Department of Surgery, Houston Methodist, 6565 Fannin Street, Houston, TX 77030, USA
| | - Jean Bismuth
- Department of Surgery, Houston Methodist, 6565 Fannin Street, Houston, TX 77030, USA
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26
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Blackmore C, Lopushinsky S, Lockyer J, Paolucci EO. Targeted needs assessment for a transitional " boot camp" curriculum for pediatric surgery residents. J Pediatr Surg 2015; 50:819-24. [PMID: 25783361 DOI: 10.1016/j.jpedsurg.2015.02.044] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2015] [Accepted: 02/13/2015] [Indexed: 11/25/2022]
Abstract
INTRODUCTION Transition periods in medical education are associated with increased risk for learners and patients. For pediatric surgery residents, the transition to training is especially difficult as learners must adjust to new patient populations. In this study we perform a targeted needs assessment to determine the ideal content and format of a pediatric surgery boot camp to facilitate the transition to residency. METHODS A needs assessment survey was developed and distributed to pediatric surgery residents and staff across North America. The survey asked participants to rank 30 pediatric surgical diagnoses, 20 skills, and 11 physiological topics on "frequency" and "importance". Items were then ranked using empirical methods. The survey also evaluated the preferred boot camp format. RESULTS In total, 12 residents and 23 staff completed the survey. No significant differences were identified between staff and residents in survey responses. The top 5 topics identified for inclusion in a boot camp were: (1) fluid and electrolyte management, (2) appendicitis, (3) pediatric hernias, (4) nutrition and (5) pain management. The preferred format for a boot camp was 3-4days in duration applying a blend of educational methods. CONCLUSIONS Based on the results of the needs assessment survey, a novel pediatric surgery boot camp curriculum can be developed.
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Affiliation(s)
| | - Steve Lopushinsky
- Department of Surgery, University of Calgary, Calgary, Alberta, Canada; Section of Pediatric Surgery, University of Calgary, Calgary, Alberta, Canada
| | - Jocelyn Lockyer
- Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Department of Surgery, University of Calgary, Calgary, Alberta, Canada; Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada.
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27
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Heskin L, Mansour E, Lane B, Kavanagh D, Dicker P, Ryan D, Gildea-Byrne K, Pawlikowska T, Tierney S, Traynor O. The impact of a surgical boot camp on early acquisition of technical and nontechnical skills by novice surgical trainees. Am J Surg 2015; 210:570-7. [PMID: 26026339 DOI: 10.1016/j.amjsurg.2014.12.046] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Revised: 11/19/2014] [Accepted: 12/04/2014] [Indexed: 11/17/2022]
Abstract
BACKGROUND Acquisition of skills early in surgical training represents a significant challenge at present because of training time constraints. The aim of this study was to investigate if an intensive surgical boot camp was effective in transferring skills at the beginning of a surgical training program. METHODS New core surgical trainees (n = 58) took part in a 5-day boot camp. There were pretest and posttest assessments of knowledge, technical skills, and confidence levels. The boot camp used simulation and senior surgical faculty to teach a defined range of technical and nontechnical skills. RESULTS The scores for knowledge (53.8% vs 68.4%, P < .01), technical skills (35.9% to 60.6% vs 50.6% to 78.2%, P < .01), and confidence levels improved significantly during boot camp. Skills improvements were still present a year later. CONCLUSION The 5-day surgical boot camp proved to be an effective way to rapidly acquire surgical knowledge and skills while increasing the confidence levels of trainees.
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Affiliation(s)
- Leonie Heskin
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Ehab Mansour
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Brian Lane
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Dara Kavanagh
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Pat Dicker
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Donncha Ryan
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Kate Gildea-Byrne
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Teresa Pawlikowska
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Sean Tierney
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Oscar Traynor
- National Surgical Training Centre, Royal College of Surgeons in Ireland, Dublin, Ireland
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