Incoming residents' knot-tying and suturing skills: Are medical school boot camps sufficient?

INTRODUCTION: Many medical schools offer M4 boot camps to improve students' preparedness for surgical residencies. For three consecutive years, we investigated the impact of medical school boot camps on intern knot-tying and suturing skills when measured at the start of residency. METHODS: Forty-two interns completed questionnaires regarding their boot camp experiences. Their performance on knot-tying and suturing exercises was scored by three surgeons blinded to the questionnaire results. A comparison of these scores of interns with or without boot camp experiences was performed and statistical analysis applied. RESULTS: 26 of 42 (62%) interns reported boot camp training. There were no differences in scores between interns with or without a M4 boot camp experience for suturing [9.6(4.6) vs 9.8(4.1), p < 0.908], knot-tying [9.1(3.6) vs 8.4(4.1), p = 0.574], overall performance [2.0(0.6) vs 1.9(0.7), p = 0.424], and quality [2.0(0.6) vs 1.9(0.7), p = 0.665]) (mean(SD)). CONCLUSIONS: We could not demonstrate a statistically significant benefit in knot-tying and suturing skills of students who enrolled in M4 boot camp courses as measured at the start of surgical residency.

Resident perception of fundamental endoscopic skills exam: a single institution's experience.

BACKGROUND: Graduating general surgery residents are required to pass the FES exam for ABS certification. Trainees and surgery educators are interested in defining the most effective methods of exam preparation. Our aim is to define trainee perceptions, performance, and the most effective preparation methods regarding the FES exam. METHODS: General surgery residents from a single institution who completed the FES exam were identified. All participated in a flexible endoscopy rotation, and all had access to an endoscopy simulator. Residents were surveyed regarding preparation methods and exam difficulty. Descriptive statistics and a Kruskal-Wallis test were used. RESULTS: A total of 26 trainees took the FES exam with a first-time pass rate of 96.2%. Of 26 surveys administered, 21 were completed. Twenty trainees (76.9%) participated in a dedicated endoscopy curriculum. Scores were not different among those who received dedicated curricular instruction compared to those who did not (547 [IQR 539-562.5] vs. 516 [484.5-547], p = 0.1484; 535.5 [468.5-571] vs. 519 [464.75-575], p = 0.9514). Written exam difficulty was rated as 5.5 on a 10-point Likert scale, and 85.7% felt it was a fair assessment of endoscopy knowledge; skills exam difficulty was rated as 7, and 71% felt it was a fair assessment of endoscopy skills. Online FES modules, the endoscopy clinical rotation, and an exam preparation session with a faculty member were most effective for written exam preparation. The most effective skills exam preparation methods were independent simulator practice, the endoscopy clinical rotation, and a preparation session with a faculty member. The most difficult skills were loop reduction and retroflexion. Skill decay did not appear to be significant. CONCLUSIONS: A clinical endoscopy rotation, a method for independent skills practice, and faculty-mediated exam instruction appear to be effective exam preparation methods. When these are present, trainees report minimal need for dedicated exam preparation time prior to taking the FES exam.

Individual learning plans foster self-directed learning skills and contribute to improved educational outcomes in the surgery clerkship.

BACKGROUND: The Individual Learning Plan (ILP) is a newly implemented curricular element designed to foster self-directed learning (SDL) skills among medical students during our surgery clerkship. Our aim was to determine the impact of ILPs on educational outcomes and acquisition of SDL skills. METHODS: Students were surveyed regarding the educational value of ILPs, their acquisition of SDL skills, and the impact of the surgery clerkship on fostering these skills. Mean scores for the NBME surgery subject exam (SSE) were compared before and after implementation of the ILP requirement. RESULTS: Students perceived the ILP requirement as having strong educational value. Mean scores for the SSE increased significantly in the year following ILP implementation (74.9 vs 76.6; p = .042; d = 0.21). Students reported successful acquisition and frequent utilization of SDL skills. CONCLUSIONS: SDL exercises, such as the ILP requirement, lead to improved education outcomes while fostering the acquisition of SDL skills.

Influence of clerkship sites on National Board of Medical Examiners surgery subject examination performance.

BACKGROUND: As one measure of comparability of student experiences on a 2-month surgery clerkship, scores on the National Board of Medical Examiners Surgery Subject Examination (NSSE) were evaluated against a number of variables. METHODS: NSSE scores for 701 students completing the surgery clerkship over 3.5 years were analyzed. Students rotated at academic, VA, and community hospitals with 1 month of general surgery paired with 1 month of a surgical subspecialty. The effect of 15 rotation site pairings on NSSE performance was analyzed by analysis of variance. The relationship of site-specific student evaluation variables and NSSE scores was examined by stepwise multivariate linear regression. RESULTS: No statistical differences were demonstrated between NSSE scores and site-specific parameters of duty hours, resident participation, or type of hospital, nor between NSSE scores and paired sites constituting the overall clerkship experience. CONCLUSION: Performance on the NSSE was not impacted by any assigned paired sites, supporting comparability of overall clerkship experiences.

Putting a price on education: hours and dollars for a general surgery curriculum.

BACKGROUND: In 2005, a new curricular model was implemented for general surgery residents and a Division of Education created for administrative support. These changes forced an evaluation of available resources to maintain a new curricular model. METHODS: A retrospective review of resources expended during curricular sessions (June 2007-June 2008) provided to 42 surgical residents was conducted. Resources were evaluated in terms of the number, division, department, and rank of faculty involved. Contact hours and monetary costs were calculated. RESULTS: Total numbers of faculty involved in the postgraduate year (PGY)1, PGY2, and PGY3-5 curriculums were 79, 39, and 22, respectively. Faculty teaching time was 321 hours (PGY1), 187 hours (PGY2) and 36 hours (PGY3-5) for a combined 544 hours. Average teaching time commitment for faculty in the Division of Education was 26.5 hours, compared with 6.7 hours for departmental faculty in other divisions (P = .0002). Total monetary cost was $219,254. CONCLUSIONS: The cost to maintain an educational general surgery curriculum is substantial and administrative support must be considered. Faculty with an explicit teaching commitment and responsibility are needed.

Protected block curriculum enhances learning during general surgery residency training.

BACKGROUND: Changes in medical education require a rethinking of our training paradigm. We implemented a protected block curriculum for postgraduate year (PGY)-1 and PGY-2 surgery residents. HYPOTHESIS: A protected block curriculum promotes adult learning consistent with the 6 competencies. DESIGN: Prospective static-group comparison with pretesting and posttesting. SETTING: Medical College of Wisconsin, Milwaukee. PARTICIPANTS: Eight university-based surgical residents (curriculum group) and 8 residents who did not participate in the curriculum (control group). MAIN OUTCOME MEASURES: The curriculum occurs during protected time away from clinical activity. Predefined learning objectives and competencies were identified for PGY-1 and PGY-2 residents. Multiple choice examinations were administered to assess knowledge. The first 3 tests of the year in the PGY-2 curriculum were also given to the PGY-3 and PGY-4 and -5 residents for comparison with curriculum residents. In-training examination scores of control and curriculum residents were compared. Surgical and communication skills were assessed using checklist assessment forms. Curriculum residents evaluated the content and delivery. RESULTS: Pretest and posttest results demonstrated acquisition of knowledge with improved aggregated mean scores from 57.5% to 71.4% for PGY-1 residents and 58.6% to 72.6% for PGY-2 residents. The average curriculum test results were 76.7% for curriculum residents, 56.9% for control residents, and 57.3% for all residents. The 2-year average in-training scores were 71.2% for curriculum and 60.3% for control residents. Assessments demonstrated improvements in communication and surgical skills. CONCLUSIONS: A protected block curriculum enhanced surgical residents' learning compared with a traditional model. Improvement in medical knowledge was easiest to measure, but performance in other Accreditation Council for Graduate Medical Education competency areas also demonstrated improvement.

Does the surgical clerkship meet the needs of practicing primary care physicians?

INTRODUCTION: A substantial amount of medical students enter primary care (PC) specialty careers. With the interest in reforming the curriculum to align the needs of our students to practice in their chosen specialties, an evaluation of our current surgical clerkship was done with the needs of PC practitioners in mind. We explored the needs of selected PC physicians in Wisconsin in relationship to the surgical clerkship curriculum. METHODS: A survey was mailed to 186 PC physicians practicing in Wisconsin. Included in this group were internal medicine, family medicine, and pediatric physicians. One follow-up mailing and an e-mail were sent to all non-respondents. Respondents rated the importance of 10 curricular areas, including the specialties of general, orthopaedic, plastic, transplant, vascular, cardiothoracic, and pediatric surgery, as well as otolaryngology, neurosurgery, and urology. Respondents also rated the importance of exposure to 24 surgical diagnoses and identified office procedures important to PC physicians. RESULTS: A total of 84 PC physicians responded to the survey. The highest-ranked curricular areas were general surgery, orthopaedic surgery, and otolaryngology. The 5 diagnoses that received the highest ranking from the PC physicians surveyed were abdominal pain, gastrointestinal bleeding, gastroesophageal reflux disease (GERD), biliary tract/gallbladder disorders, and breast disease, all of which are included in the general surgery curriculum. The 5 most common office procedures important to PC physicians were suturing, local anesthetic administration, dressing/wound management, wound debridement, and insertion of intravenous cannula. CONCLUSIONS: Our survey confirmed the importance of core knowledge of general surgery and common general surgical disease processes to PC physicians. The need for additional exposure to otolaryngology and orthopaedic surgery was identified, as was as the importance of basic procedures. This information may be valuable to students interested in PC and inform the surgical clerkship curriculum in order to optimally prepare students for their chosen careers.

A PGY1 curriculum--meeting a need for changing times.

A systematic process is described that produced a PGY1 curriculum for the surgical residents at Medical College of Wisconsin. The process involved faculty and residents. Topics were selected based on the six general competencies. Objectives were developed for all topics. The curriculum was delivered to the residents while they were off clinical duty. This Protected Block Curriculum approach was chosen to facilitate the learning structure of the curriculum. Feedback was positive, learning objectives appeared to be achieved and the plan is to continue to develop the PGY1 curriculum in the same format.

Multiple variables influence the educational value of surgical clerkship sites.

BACKGROUND: Students' satisfaction with the educational quality of a surgical clerkship is influenced by their experiences at assigned clinical sites. We sought to identify key variables perceived by students to be associated with educationally valued clerkship sites. METHODS: Between 1998 and 2002, third-year medical students completed a surgery site survey for each of the 2 sites on which they rotated during their required 2-month surgery rotation, representing a total of 16 sites. Students rated each site using a Likert scale on 8 educational variables as well as the overall educational value of the site. Students recorded the hours per week of direct instructional contact with attendings and, in the 2001/2002 academic year, provided narrative comments regarding site-specific strengths and weaknesses. The relationship between site variables and overall educational value across all sites was examined by stepwise multiple regression analysis. Content analysis of narrative responses was performed to surface major strengths and weaknesses associated with site-specific educational value. RESULTS: From 1,377 completed surveys, representing an 87% completion rate, a statistically significant relationship was identified between sites' overall educational value and 6 variables. The most significant variables were as follows: "direct instructional contact with attendings in the operating room" and "quality of house staff teaching" (accounted for 33% and 13% of the total variance in educational value, respectively). Content analysis from 359 narrative responses, representing a 92% response rate, revealed 5 major categories, with operating room experience receiving the most "strength" comments (28.8%). CONCLUSIONS: Specific variables influencing the perceived educational quality of clerkship sites can be identified. The single largest influence emerging independently from both the quantitative and qualitative analyses was the students' experiences in the operating room. Emphasis on the educational experience in the operating room should be a priority when seeking to improve the educational value of clerkship sites.

Feasibility of breast duct lavage performed by a physician extender.

BACKGROUND: The safety and feasibility of ductal lavage (DL), a risk-assessment tool utilizing a minimally invasive technique that permits sampling of breast duct epithelium, performed primarily by a nurse practitioner (NP), was studied prospectively. METHODS: Women at high risk for breast cancer with a normal clinical breast exam and mammogram were enrolled. Nipple aspirate fluid (NAF)-yielding ducts were identified, cannulated, and lavaged primarily by an NP in collaboration with a breast surgeon. Samples with sufficient cellularity were categorized as benign, mild atypia, marked atypia, or malignant. Pain and adverse events were recorded. RESULTS: Thirty-seven women, with a mean age of 51.7 years, were enrolled. Thirty-one (83.8%) women yielded NAF and, of those, 28 (90.3%) had one or more ducts successfully cannulated. Of 65 lavaged ducts in these 28 women, cellularity was adequate for diagnosis in 44 (67.7%) samples. Cytologic findings were as follows: 24 benign, 15 mild atypia, 4 marked atypia, and 1 malignant. The procedure was well tolerated with a mean pain score of 3.2 (SD +/- 1.81). The most frequent adverse event was breast fullness, reported by 44.8% of the women. Two women with marked atypia were evaluated further and found to have intraductal papillomata. The woman with malignant cytology had ductal carcinoma in situ. CONCLUSION: DL is a safe, generally well-tolerated procedure that can be performed successfully by a trained NP.

A unique collision tumor in breast: invasive ductal carcinoma and mucosa-associated lymphoid tissue lymphoma.

We report an extraordinary case of a collision tumor consisting of invasive ductal carcinoma with adjacent malignant lymphoma presenting as a single mass in the breast. A 79-year-old woman presented with a breast mass. A core biopsy performed at an outside hospital was interpreted as medullary carcinoma. On review of the breast core biopsy, a diagnosis of a synchronous malignant lymphoma and invasive ductal carcinoma was rendered. The patient underwent lumpectomy and axillary dissection. The excised specimen revealed a 2.1-cm, moderately differentiated invasive ductal carcinoma, partially surrounded by malignant lymphoma with areas where both tumors were intermixed. All 27 axillary lymph nodes were extensively involved by lymphoma, and 1 lymph node demonstrated metastatic carcinoma. The morphology and results of immunohistochemistry, flow cytometry, and cytogenetic analysis were consistent with extranodal marginal zone B-cell lymphoma of mucosa-associated lymphoid tissue.

Sequelae of cryotherapy in breast tissue.

Cryotherapy is a novel treatment for benign and malignant breast lesions that is under evaluation. We assessed the acute and subacute outcomes of breast cryotherapy in normal goat teats using physical, microscopic, and imaging modalities. Eight goats were subjected to two freeze-thaw cycles of breast tissue producing a 2cm iceball and sacrificed either 2 or 7 weeks later. Acute skin changes were minimal unless obvious tissue injury occurred during cryotherapy; however, depigmentation developed over several weeks in dark-skinned goats despite the presence of melanocytes. By histology, breast epithelial elements could not be identified at cryotherapy sites. There was no cystic degeneration, which is common at surgical excision sites. Neither calcifications nor prominent scarring could be attributed to cryotherapy on imaging studies after 2 or 7 weeks. When compared to standard breast surgery, the sequelae of cryotherapy using histologic, radiographic, and sonographic criteria were decreased. Our study suggests that cryotherapy, with technical modifications, is feasible within breast tissue and warrants further study.

Does breast tumor location influence success of sentinel lymph node biopsy?

BACKGROUND: Controversy exists regarding the influence of sentinel lymph node (SLN) mapping technique or patient variables on the success rate of SLN mapping. We undertook a prospective study in a single institution series to evaluate multiple variables that could adversely affect SLN identification rates. STUDY DESIGN: Data were collected on 174 patients who underwent 177 SLN mapping procedures followed by axillary dissection from October 1996 through January 2000. Patient demographics, body mass index (BMI), biopsy method, tumor size, palpability, and location were recorded. SLNs were identified by blue dye only (n = 31), Tc-99m sulfur colloid only (n = 34), or combined techniques (n = 112). Data were analyzed by logistic regression analysis and expressed as the probability of failure to map the SLN. RESULTS: SLNs were identified successfully in 150 of 177 procedures (85%) with a false negative rate of 3.7%. Mapping success reached 93% using combination blue dye and isotope. Variables found to adversely affect SLN mapping success and the odds ratio of failure (OR) included lower inner quadrant (LIQ) location (OR 35.6), blue dye only (OR 42.4), BMI >30 and upper outer quadrant (UOQ) location (OR 14.6), and nonpalpable UIQ location (OR 25). LIQ location adversely affects mapping success independent of technique, tumor size, or obesity. Obesity and nonpalpability were adverse factors when tumors were located in the UOQ and UIQ, respectively. Age, biopsy technique, and tumor diameter did not affect SLN mapping success. CONCLUSIONS: SLN mapping success is influenced by technique and tumor location, with best results achieved using combined techniques and for lesions located in quadrants other than the LIQ. Obesity and tumor palpability influence success in the context of tumor location.