https://doi.org/10.22037/jme.v18i4.26506

Student Mentoring to Enhance Suturing Proficiency in a Medical Curriculum

authors:

avatar Quentin Quentin Ballouhey 1 , * , avatar Jehan bataille 1 , avatar Mathieu Vaysse Vic 2 , avatar Adrien Drouinaud 2 , avatar Lionel Ramin 3 , avatar Céline Grosos 1 , avatar Jacques Monteil 4 , avatar Jean-Jacques Moreau 5 , avatar Laurent Fourcade 1

Service de Chirurgie Pédiatrique, Hôpital Mère-Enfant, Centre Hospitalier Universitaire de Limoges, 8 Avenue Dominique Larrey 87042 Limoges
Service de Chirurgie Orthopédique, Centre Hospitalier Universitaire de Limoges, 2 Avenue Martin Luther King 87000 Limoges
Service de Chirurgie Oto-Rhino-Laryngologique, Centre Hospitalier Universitaire de Limoges. 2 Avenue Martin Luther King 87000 Limoges
Service de Médecine Nucléaire, Centre Hospitalier Universitaire de Limoges, 2 Avenue Martin Luther King 87000 Limoges
Département Universitaire d’Enseignement Numérique en Santé, Université de Médecine et Pharmacie de Limoges, 2 rue du Docteur Marcland 87025 Limoges
Journal of Medical Education: Vol.18, issue 4; e105697
published online: February 29, 2020
article type: Research Article
received: July 23, 2019
accepted: December 08, 2019

how to cite: Ballouhey Q Q, bataille J, Vaysse Vic M, Drouinaud A, Ramin L, et al. Student Mentoring to Enhance Suturing Proficiency in a Medical Curriculum. J Med Edu. 2019;18(4):e105697. https://doi.org/10.22037/jme.v18i4.26506.

Abstract

Background: Teaching fundamental skills such as suturing varies between medical teaching institutions. Despite great expectations from medical students, they are often left on their own for learning theseskills, which sometimes takes place during a clerkship. We aimed to evaluate the efficiency of a suture curriculum based on simulation teaching considering the potential effect of role modelling during clinical practice.Methods: All third-year medical students at our university were enrolled in a suture curriculum that comprised two simulation sessions. Proficiency was evaluated using a purposefully devised suture Objective Structured Assessment of Technical Skills (OSATS) score. After randomization, some participants were selected to perform sutures on patients with mentoring between the two sessions during a clerkship, and they constituted the clinical group.Results: A total of 254 participants met the inclusion criteria. The overall performance in the second session was statistically better compared with the first session. The clinical group (78 students) performed significantly better in terms of OSATS scores (32.3 [30-33] vs. 30.2 [21-33]; P<0.001) and the completion time (64 [25-131] vs. 96 [29-360] seconds; P=0.006) compared with the control group. We found a significant association between perception of positive role model and performance (P=0.012).Conclusion: This study demonstrated the effectiveness of a simulation curriculum for suture proficiency with the reinforcing effect of mentoring during a clerkship. Simulation as part of the medical curriculum is only effective if it is integrated in clinical practice to achieve situated learning.

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References

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