Student Mentoring to Enhance Suturing Proficiency in a Medical Curriculum

Quentin Quentin Ballouhey; Jehan bataille; Mathieu Vaysse Vic; Adrien Drouinaud; Lionel Ramin; Céline Grosos; Jacques Monteil; Jean-Jacques Moreau; Laurent Fourcade

doi:10.22037/jme.v18i4.26506

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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

Student Mentoring to Enhance Suturing Proficiency in a Medical Curriculum

Author(s):

Quentin Quentin Ballouhey^1,*,

Jehan bataille¹,

Mathieu Vaysse Vic²,

Adrien Drouinaud²,

Lionel Ramin³,

Céline Grosos¹,

Jacques Monteil⁴,

Jean-Jacques Moreau⁵,

Laurent Fourcade¹

1Service de Chirurgie Pédiatrique, Hôpital Mère-Enfant, Centre Hospitalier Universitaire de Limoges, 8 Avenue Dominique Larrey 87042 Limoges

2Service de Chirurgie Orthopédique, Centre Hospitalier Universitaire de Limoges, 2 Avenue Martin Luther King 87000 Limoges

3Service de Chirurgie Oto-Rhino-Laryngologique, Centre Hospitalier Universitaire de Limoges. 2 Avenue Martin Luther King 87000 Limoges

4Service de Médecine Nucléaire, Centre Hospitalier Universitaire de Limoges, 2 Avenue Martin Luther King 87000 Limoges

5Département Universitaire d’Enseignement Numérique en Santé, Université de Médecine et Pharmacie de Limoges, 2 rue du Docteur Marcland 87025 Limoges

Journal of Medical Education for Future Demands:Vol. 18, issue 4; e105697

Published online:Feb 29, 2020

Article type:Research Article

Received:Jul 23, 2019

Accepted:Dec 08, 2019

How to Cite:Quentin Quentin BallouheyJehan batailleMathieu Vaysse VicAdrien DrouinaudLionel RaminCéline GrososJacques MonteilJean-Jacques MoreauLaurent Fourcadeet al.Student Mentoring to Enhance Suturing Proficiency in a Medical Curriculum.J Med Edu.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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Author(s):

Quentin Quentin Ballouhey:[PubMed][Scholar]
Jehan bataille:[PubMed][Scholar]
Mathieu Vaysse Vic:[PubMed][Scholar]
Adrien Drouinaud:[PubMed][Scholar]
Lionel Ramin:[PubMed][Scholar]
Céline Grosos:[PubMed][Scholar]
Jacques Monteil:[PubMed][Scholar]
Jean-Jacques Moreau:[PubMed][Scholar]
Laurent Fourcade:[PubMed][Scholar]