Evaluating the Medical Student`s Perception of Plastic and

Transcription

Proceeding ing S.Z.P.G.M.I. Vol: 29(12): pp. 069-076, 2015.
Evaluating the Medical Student’s Perception of Plastic
and Reconstructive Surgery (PRS), their Views about
Teaching Structure and Suggestions for Improvement
Formatted: English (United States)
Faryal Suraya, Jamal Ud Din Majoob Hassanain and Haila Othman
Department of Plastic and Reconstructive Surgery, King Khalid University Hospital, Riyadh, KSA.
Formatted: Font: 10 pt
ABSTRACT
Most undergraduate medical students get limited and less frequent exposure of Plastic and Reconstructive Surgery
(PRS) during third and fifth year of medical school. Nowadays, it is one of the most rapidly growing branches of
surgery. Students should be aware of its basic procedures and their indications. This study was conducted, to assess
the prevalent standard of Plastic Surgery learning among undergraduate students’ but in addition learners were
invited to present their suggestions for academic system improvement. By implementation of new ideas, the learning
process can be facilitated. Objectives: To evaluate PRS understanding among undergraduate medical students and to
analyse learners’ view about its teaching schedule as well as collect innovative ideas, for PRS teaching program
refinement. Methodology: A questionnaire-based survey was carried out, among third and final year of medical
students, at King Saud University and medical school Riyadh, KSA, during November 2014 to April 2015. The
feedback poll consisted of questions about their perceptions of PRS, views pertaining to adequacy of teaching style
and supportive ideas for its betterment. Data related to students’ demography, year of graduation, clinical and
operating room sessions assessment, and suggestions related to modern teaching style were collected. Statistical
analysis was performed to reach at a significant conclusion adopting statistical significance threshold of p value =
0.05 or less. No attempt at imputation was made for missing data. Results: Total number of students comprised of
157 (47.30 %) males and 175 (52.70%) females, among them 52 (15.70%) were less than 20 years of age, 204
(61.40%) were in the age group of 20 - 25 years and 72 (21.70%) were more than 25 years. There were, 99 (29.80%)
third year and 227 (68.40%) were final number of students comprised of 157 (47.30 %) males and 175 (52.70%)
females, among them 52 (15.70%) were less than 20 years of age, 204 (61.40%) were in the age group of 20 - 25
years and 72 (21.70%) were more than 25 years. There were, 99 (29.80%) third year and 227 (68.40%) were final
year medical students. A large number of students, 90 (27.70%) recommended, three monthly teachers’ assessment
program. The suggestion of cadaveric and surgical specimen dissection to improve surgical skills was liked by 226
(69.10%) undergraduates. Finally, one hundred and nineteen (36.30%) medical students showed their interest in PRS
as their career. Conclusion: It is concluded this study helped us not only to evaluate the current PRS under graduate
teaching program but also brought up with brilliant ideas for its further improvement. At the same time, the refined
PRS teaching system would help in career decisions of individuals interested in this specialty.
Key Words: Plastic and Reconstructive Surgery (PRS), Evaluation, Perception, Undergraduate students, Survey.
INTRODUDION
P
lastic and reconstructive surgery is the practice
of body tissue reshaping for restoration of
normal anatomy or cosmetic procedures. The word
plastic is derived from Greek language ‘Plastikos’
which means ‘to mold’. Recently it has attained an
important place in all the societies worldwide and
has maintained its significance over the years. It is
included as a minor subject in the under graduate
medical syllabus. Here the question arises, whether
the students are able to pull off predicted benefits
and they attain enough knowledge in this field. It is
hard to deny from central role of physicians in
assessment of minor skin lesions and wound
management. They must have basic knowledge and
experience to deal with these cases.
The current PRS teaching schedule does not
seem adequate to help students who want to choose
this specialty in their future. All these issues were
Faryal Suraya et al.
addressed through this questionnaire based opinion
poll. Most of undergraduate medical students are not
familiar with this subject, due to negligible coverage
during their studies. In recent times, it is becoming
one of the most popular branches of surgery.
Students must have exposure to its basic procedures
and their implications. It is a well-known fact
internationally that scope of plastic surgery is not
well understood by medical students and other
people outside the field. The improvement of PRS
education standard at undergraduate level may not
only enhance their subject perception but would also
help them in career selection.1 Recently, plastic
surgery has evolved to multiple subspecialties but
most of health professionals and medical students
consider it to be related to just cosmetic surgery.
Undergraduate medical students are unable to
understand its association with hand surgery and
microvascular techniques.2
Therefore, the present study was conducted to
assess the established standard of Plastic Surgery
learning among undergraduate medical students.
Moreover, learners were invited to put forward their
suggestions for intellectual enhancement.
students of first, second and fourth year were
excluded from the study, because PRS is not
taught as a subject during these years. Third and
final year students were contacted individually
to fill the questionnaire, the response
percentage was calculated for male and female
students separately. Prevalent students’
knowledge in PRS, their opinion regarding
teaching staff and other interactive issues were
noted.
(Attach the questionnaire as annexure was the
questionnaire validated)?
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OBJECTIVES
To evaluate PRS perception of undergraduate
medical students regarding basic subjects, the range
of medical problems it addresses and long-term
outcome of surgical procedures.
To analyze learners’ view about PRS
teaching schedule, including clinical sessions in the
wards, tutorials or seminars, as well as surgical
procedure demonstration in operation room and
teachers’ approach.
MATERIAL AND METHODS
Study Design
It is a prospective observational questionnaire
based study.
Third and final year medical students from
King Saud University, Riyadh, KSA were included
through a unanimous questionnaire over a period of
six months from 1st November 2014 to 30 April
2015. The questionnaire was partially validated,
checked and revised by a statistician and a senior
subject specialists in the field. The data entry and
checking for validity were also carried out by two
different persons but there was no pilot run for the
responses.
Statistical Analysis
IBM SPSS statistics version 21 was used to
analyse the data involving all the questions..
Responses were assessed for association with
gender (male or female), years of study (Third year
or Fifth year), and across 3 age groups (<20 years,
20 – 25 years and >25 years old) by employing chi
square test. Having a p value of less than 0.05 was
considered as statistically significant.”
It consisted of queries related to their present
knowledge of PRS, extent of satisfaction from
prevalent schedule of clinical and operation
room sessions, comments about teaching style,
suggestions for any possible improvement in
PRS teaching program at undergraduate level
and future prospects. In this study, third year
and final year medical students were invited to
participate in this survey voluntarily while the
QUESTIONNAIRE
70
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English (United Kingdom)
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Not Italic
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English (United Kingdom)
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0.7"
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Evaluating the student’s perception of Plastic and
Reconstructive Surgery (PRS), their views about its
teaching style and suggestion for improvement.
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width)
1.
Name
Optional
.......................................................................
.......................................................................
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Evaluating the Medical Student’s Perception of Plastic and Reconstructive Surgery
2.
3.
4.
5.
6.
7.
A)
B)
Age
A) Less than 20 years
B) B-More than 20 years
C) More than 25 years
[ ]
[ ]
[ ]
Gender
A) Male
B) Female
[ ]
[ ]
Year of Study
A) Third year
B) Fifth year
[ ]
[ ]
11.
12.
What type of easily understandable and your
favourite surgical procedures you often want to
observe?
A) Burn case debridement an skin grafting
[ ]
B) Reconstructive procedure related to congenital
and acquired anomalies
[ ]
C) Cosmetic surgical procedure
[ ]
D) Hand Surgery
[ ]
E) Craniofacial surgery
[ ]
F)
Microsurgery
[ ]
G) Non surgical procedures like Botox and Filler
injection
[ ]
How you will standardize the theoretical knowledge of
your teacher ?
A) Excellent
[ ]
B) Very good
[ ]
C) Good
[ ]
D
Faire
[ ]
E
Poor
[ ]
Do you think by increasing clinical or operation room
sessions we can enhance P&R surgical interest among
students?
A) Yes
[ ]
B) No
[ ]
9.
What do you think, by giving a chance to have
optional P & R surgical rotations, its knowledge can:
be enhanced among students ?
A) Yes
[ ]
B) No
[ ]
10.
Would recommend Training Courses for Plastic
Surgeons to improve their teaching skill ?
[ ]
[ ]
How frequently, would like to suggest for teaching
assessment of Plastic Surgeons to improve teaching
Standard ?
A) Once a month
[
B) Three monthly
[
C) Six monthly
[
D) Once a year
[
E) Less frequently
[
]
]
]
]
]
13.
Do you think, student’s Plastic Surgical skills can be
improved by Short courses of cadaveric dissection or
practice upon surgical removed organs ?
A) Yes
[ ]
B) No
[ ]
14.
Would you like to choose Plastic and constructive
Surgery as your Career ?
A) Yes
[ ]
B) No
[ ]
RESULTS
A total of 350 students were requested invited
to cooperate participate in for this survey by manual
or interview based questionnaire completion, during
a period of six months from November 2014 to
April 2015 at King Saud University and Medical
School, Riyadh, KSA. Twelve of them refused to be
a part of this study. Out of the remaining 338
questionnaires, six were found incomplete, 332
questionnaires were appropriate to be included in
the study. Total number of students comprised of
157 (47.30 %) males and 175 (52.70%) females,
among them 52 (15.70%) were less than 20 years of
age, 204 (61.40%) were in the age group of 20 - 25
years and 72 (21.70%) were more than 25 years.
There were, 99 (29.80%) third year and 227
(68.40%) were final year medical students (Table
1).
Furthermore respondents expressed concern
71
Formatted: Line spacing: 1.5 lines
Special workshops related to minor Plastic Surgical
procedures may help students to deal with skin lesions
confidently ?
A) Yes
[ ]
B) No
[ ]
(What about other questions)?
According to your opinion, what is the level of plastic
and reconstructive surgical procedure demonstration
to student in OR?
A) Excellent
[ ]
B) Very good
[ ]
C) Good
[ ]
D) Faire
[ ]
E) Poor
[ ]
F)
Neutral
[ ]
8.
Yes
No
Formatted: Border: Bottom: (Single solid line, Auto,
0.5 pt Line width)
in various cosmetic and reconstructive procedures.
Majority of them showed their interest in more than
one procedure, 77 (23.40%) declared reconstructive
procedures as their favourite. While non-surgical
cosmetic procedures were focus of attention for 74
(24.0%) students. The detailed topics list and
percentage of students’ interest has been shown in
(Fig. 1).
Table 1:
Furthermore, above two hundred students were in
favour of provision of an opportunity to attend PRS
symposia and workshop.
A large number of students, 90 (27.70%)
recommended, three monthly teachers’ assessment
program. The suggestion of cadaveric and surgical
specimen dissection to improve surgical skills was
favoured by 226 (69.10%) undergraduates. Finally,
one hundred and nineteen (36.30%) medical
students showed their interest in PRS as their career
(Table 2).
Characteristics of study participants (n=332).
Parameters
No.
%
Gender
Male
Female
157
175
47.30
52.70
Age groups
< 20 years old
20-25 years old
> 25 years old
52
204
72
15.70
61.40
21.70
Third year
Fifth year
99
227
29.80
68.40
Curriculum year
DISCUSSION
PRS has contributed significantly in the
evolution of human race. According to Girish and
Shridhar3, Sushruta from India, is known as first
Plastic Surgeon and teacher in history and well
recognized for his ancient method of nose
reconstruction (500 BC). Many historians including
Backstein and Henkek 20054 found the first
recorded notes of PRS on live human beings were
discovered in Indian Sanskrit text.
Despite rapid evolution of this surgical
branch, plastic surgery has minor contribution to
undergraduate medical curriculum, which may not
be adequate to provide a clear concept of the
subject; as is evident from literature A number of
Canadian researchers5 highlighted a significant fact
that the students interested in PRS as their career, do
not have adequate information to make future
decision. Almost 85 % of the survey respondents
indicated that they had no exposure to plastic
surgery during their medical education. Moreover,
89.7% thought their teaching had not provided a
basic perception of issues commonly dealt by plastic
surgeons. Early surgical exposure had a positive
influence on career selection. While our survey
respondents showed relatively promising results,
slightly less than 20% of medical undergraduates
had understanding and interest in hand
and
microvascular surgical procedure as a part of PRS.
Few investigators from Jewish General Hospital,
Montreal 20126, interviewed medical students,
residents and training program staff related to basic
surgical procedure techniques and recommended a
scoring system as a tool for assessment of surgical
knowledge among students, and practiced it to
Furthermore respondents expressed concern
in various cosmetic and reconstructive procedures.
Majority of them showed their interest in more than
one procedure, 77 (23.40%) declared reconstructive
procedures as their favourite. While non-surgical
cosmetic procedures were focus of attention for 74
(24.0%) students. The detailed topics list and
percentage of students’ interest has been shown in
(Fig. 1).
Students' opinion was also gathered regarding
the current teaching sessions. Theoretical
knowledge of teachers was found impressive for
large number of students, 104 (31.50%) students
considered it “very good”, 94 (28.5%) thought it
“good”.
Regarding
surgical
procedures
demonstration in Operating Room, 98 (30.30%)
respondents rated it as “very good” and 77 (23.80%)
considered, it “good”. Two hundred and fifty two
(77.10%) undergraduates thought that more frequent
theoretical and Operation Room sessions would lead
to enhanced perception of PRS, while others denied
this fact. A large number of respondents, 240
(73.2%) agreed to increase the duration of PRS
rotation in order to improve the subject perception.
72
Formatted: Centered
Formatted Table
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Formatted Table
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Formatted Table
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Formatted: Centered
compare students’ perception regarding common
surgeries with expert surgeons. Similar assessment
scoring system can be devised for analysing undergraduate physicians’ perception and awareness in
PRS. Modern learning techniques were described by
Megan and Jack7 who explained that medical
students reported a negative impact of short duration
teacher's supervision and feedback; these finding
were more pronounced in studies of surgical
clerkships. In the same manner present survey
participants recommended a three monthly
mentors’ teaching assessment as a helpful tool to
enhance students’ learning.
(Discussion should focus on comparison with
literature and address
similarity difference reported)
Procedures pertaining to cosmetic surgery
53(16.1%)
Hand and upper limb surgical procedures
53(16.1%)
Microsurgical Procedures
54(16.4%)
ResponsesProc
edures
Craniofacial Surgery Procedures
58(17.6%)
Procedures related to burns
67(20.4%)
Procedures related to reconstructive surgery
77(23.4%)
Nonsurgical procedure like Botox and Filler Injections
74(24.0%)
0
20
40
60
80
100
Responses
Fig. 1: Responses about favourite topics in the field of PRS
Formatted: Line spacing: single
opinion regarding surgery.9-12An active participation
in patients’ surgical management keep students
motivated and enhances their interest in that surgical
specialty as their career.
Analogous observations led the British
Association of Plastic, Reconstructive and Aesthetic
Surgeons to organize one day workshop, in order to
improve Plastic surgery knowledge and skill. All
participants were provided with a questionnaire
before and after the workshop training, which
revealed a statistically significant improvement in
students’ familiarity and expertise.13 In a similar
fashion Khatib and Shoukup paid attention to the
limited role of Plastic surgery teaching at
undergraduate level. One day national course was
held, including lectures and surgical skill workshop
with demonstration of cosmetic suturing, local flaps
and tendon repair. Results were based on the
Kadman8 documented a major curricular
change at Heidelberg Medical School with the
implementation of reformed curriculum in October
2011. It was based on rotational modules, casebased seminars, tutorials and training of
communication skills. They found significant
improvement in Heidelberg Curriculum Medicinale
than the previous traditional curriculum. Similar
improvements are required for PRS curricula as well
at pre-graduate level.
It has been witnessed recently that a
comparatively few medical graduates are applying
for surgical residencies. Moreover, scanty research
data is available to reveal the factors affecting
medical graduates’ career selection trends. A feeling
being part of an unattractive routine surgical work
with lack of motivation was found to be a
significant factor to change medical students’
73
Table 1:
Characteristics of study participants (n=332).
Parameters
No.
%
Gender
Male
Female
157
175
47.30
52.70
Age groups
< 20 years old
20-25 years old
> 25 years old
52
204
72
15.70
61.40
21.70
Third year
Fifth year
99
227
29.80
68.40
Curriculum year
program. The suggestion of cadaveric and surgical
specimen dissection to improve surgical skills was
favoured by 226 (69.10%) undergraduates. Finally,
one hundred and nineteen (36.30%) medical
students showed their interest in PRS as their career
(Table 2).
DISCUSSION
PRS has contributed significantly in the
evolution of human race. According to Girish and
Shridhar3, Sushruta from India, is known as first
Plastic Surgeon and teacher in history and well
recognized for his ancient method of nose
reconstruction (500 BC). Many historians including
Backstein and Henkek 20054 found the first
recorded notes of PRS on live human beings were
discovered in Indian Sanskrit text.
Despite rapid evolution of this surgical
branch, plastic surgery has minor contribution to
undergraduate medical curriculum, which may not
be adequate to provide a clear concept of the
subject; as is evident from literature A number of
Canadian researchers5 highlighted a significant fact
that the students interested in PRS as their career, do
not have adequate information to make future
decision. Almost 85 % of the survey respondents
indicated that they had no exposure to plastic
surgery during their medical education. Moreover,
89.7% thought their teaching had not provided a
basic perception of issues commonly dealt by plastic
Students' opinion was also gathered regarding
the current teaching sessions. Theoretical
knowledge of teachers was found impressive for
large number of students, 104 (31.50%) students
considered it “very good”, 94 (28.5%) thought it
“good”.
Regarding
surgical
procedures
demonstration in Operating Room, 98 (30.30%)
respondents rated it as “very good” and 77 (23.80%)
considered, it “good”. Two hundred and fifty two
(77.10%) undergraduates thought that more frequent
theoretical and Operation Room sessions would lead
to enhanced perception of PRS, while others denied
this fact. A large number of respondents, 240
(73.2%) agreed to increase the duration of PRS
rotation in order to improve the subject perception.
Furthermore, above two hundred students were in
favour of provision of an opportunity to attend PRS
symposia and workshop.
A large number of students, 90 (27.70%)
recommended, three monthly teachers’ assessment
75
Formatted: Centered
surgeons. Early surgical exposure had a positive
influence on career selection. While our survey
respondents showed relatively promising results,
slightly less than 20% of medical undergraduates
had understanding and interest in hand
and
microvascular surgical procedure as a part of PRS.
Few investigators from Jewish General Hospital,
Montreal 20126, interviewed medical students,
residents and training program staff related to basic
surgical procedure techniques and recommended a
scoring system as a tool for assessment of surgical
knowledge among students, and practiced it to
compare students’ perception regarding common
surgeries with expert surgeons. Similar assessment
scoring system can be devised for analysing undergraduate physicians’ perception and awareness in
PRS. Modern learning techniques were described by
Megan and Jack7 who explained that medical
students reported a negative impact of short duration
teacher's supervision and feedback; these finding
were more pronounced in studies of surgical
clerkships. In the same manner present survey
participants recommended a three monthly mentors’
teaching assessment as a helpful tool to enhance
students’ learning. Kadman8 documented a major
curricular change at Heidelberg Medical School
with the implementation of reformed curriculum in
October 2011. It was based on rotational modules,
case-based seminars, tutorials and training of
communication skills. They found significant
improvement in Heidelberg Curriculum Medicinale
than the previous traditional curriculum. Similar
improvements are required for PRS curricula as well
at pre-graduate level.
It has been witnessed recently that a
comparatively few medical graduates are applying
for surgical residencies. Moreover, scanty research
data is available to reveal the factors affecting
medical graduates’ career selection trends. A feeling
being part of an unattractive routine surgical work
with lack of motivation was found to be a
significant factor to change medical students’
opinion
regarding
surgery.9-12
An
active
participation in patients’ surgical management keep
students motivated and enhances their interest in
that surgical specialty as their career.
Analogous observations led the British
Association of Plastic, Reconstructive and Aesthetic
Surgeons to organize one day workshop, in order to
improve Plastic surgery knowledge and skill. All
participants were provided with a questionnaire
before and after the workshop training, which
revealed a statistically significant improvement in
students’ familiarity and expertise.13 In a similar
fashion Khatib and Shoukup paid attention to the
limited role of Plastic surgery teaching at
undergraduate level. One day national course was
held, including lectures and surgical skill workshop
with demonstration of cosmetic suturing, local flaps
and tendon repair. Results were based on the
questionnaire before and after the activity, which
showed marked difference in learners’ plastic
surgery perception.14
Cling and Nayar from United States
conducted a national survey among first and second
year allopathic medical students who were asked
about 46 surgical procedures, related to three
subgroups of plastic surgery. The study
questionnaire was distributed in 44 medical schools
of USA, response rate was 23%. Cosmetic
procedures were most correctly recognized while a
low percentage of students were aware of the fact
that hand surgery is related to Plastic surgery as
well. Researchers conclude that US students had
diminutive knowledge of the actual domain of
plastic surgical procedures. Early exposure to basic
aspects and its procedures could improve its
knowledge among future physicians.15,16 In the
present
study,
medical
students
strongly
recommended an increase in duration of per
operative demonstrations to enhance subject
perception. Moreover, Pikoulis17 suggested that
medical curriculum should be reconstructed to
enhance the interest of medical students in General
Surgery. In addition, a positive learning impact can
be achieved among students by attending live cases
in OR, by enhancing clinical experience and patient
care. Same measures could be recommended for
PRS as well.
Many researchers including Makama and
Abioye from Nigeria18,19 focused their work upon
evaluation of medical students’ teaching by surgical
residents , in order to produce more competent and
skilled physicians in future. Attracting the best
medical students towards any specialty is pivotal for
excellent patient care related to that specialty in
future. Surgical residents’ teaching encourages
medical students to choose that specialty as their
career. Interest of medical students and interns in
trauma related surgical fields can be maintained and
enhanced by practicing surgeons through mentoring
and serving as a role model.
Another recommended way for teaching of
surgical skills to medical students by Italian
anatomists is to provide them with surgically
removed body parts, to study underlying pathology
and to improve surgical practice, as medical
curricula does not facilitate cadaveric dissection. 20
Current study respondents agreed with these
recommendations.
Chapman with his co-workers21 in 2013
pointed out the main factors directly enhancing, the
undergraduate student’s perception of a specific
subject (anatomy). They highlighted the practical
demonstration in the form of cadaver dissection and
teaching style were the integral fundamentals for
greater understanding of that particular subject.
Likewise, our study leads to the conclusion that
direct observation of PRS surgical procedure may
lead to improve its understanding among medical
students.
During the year 2012, Thomas22 from
Scotland suggested organizing surgical workshops
using modern educational theory led to distinct
students’ learning benefits. The students enjoyed
these sessions and attained proficiency in suturing
more quickly. Similarly, 74% respondents in present
study stressed upon the significance of training
workshops in order to enhance students ‘ability to
diagnose minor skin lesions. Minor changes which
were not labour intensive could dramatically
improve the impact of teaching sessions, in order to
facilitate learning process and improve medical
subjects teaching style.
Tapia- Jurado23 from Mexico, in 2011,
declared that pre-graduate medical students practice
in a surgical laboratory improves learning in
cognitive aspect and skill acquisition. The current
study show a positive response rate of 69% in
favour of
surgical specimen and cadaveric
dissection workshops, as well as attending live
plastic surgical procedures in order to enhance their
practical skill and interest in this field.
CONCLUSION
Students from all over the world, belonging
to any educational field, always like to have a
pleasant and encouraging environment and
knowledgeable faculty members. This study has
helped us to evaluate the current PRS under
graduate teaching program but also has come up
with brilliant ideas for its further improvement. At
the same time, the refined PRS teaching system may
help in career decisions of individuals interested in
this specialty.
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The Authors:
Faryal Suraya
Registrar,
Department of Plastic and Reconstructive Surgery
79
Formatted: Spanish (Spain)
King Khalid University Hospital,
Riyadh, KSA.
E mail; [email protected]
Plastic and Reconstructive Surgery Department
King Fahad Medical City,
Riyadh, KSA.
Jamal Ud Din Majoob Hassanain
Consultant
Riyadh, KSA.
Corresponding Author:
Faryal Suraya
Registrar,
Riyadh, KSA.
E mail; [email protected]
Haila Othman,
Resident,
80
Formatted: Font: 10 pt, Danish
Figure 1: Responses about favourite topics in the field of PRS
Formatted: Font: 9 pt, Not Bold
Formatted: Number of columns: 2
Hand and upper limb surgical procedures
Procedures pertaining to cosmetic
surgery
Microsurgical Procedures
Craniofacial Surgery Procedures
Procedures related to burns
Procedures related to reconstructive
surgery
Nonsurgical procedure like Botox and
Filler Injections
0.0% 5.0% 10.0 15.0 20.0 25.0 30.0
%
%
%
%
%
Table 2: Analysis of the responses by the study participants.
Question
Responses
All sample
Male
How you will standardize the theoretical
knowledge of your teachers?
Gender
Female
Excellent
Very Good
Good
Fair
Poor
61 (18.50)
104 (31.50)
94 (28.50)
61 (18.50)
10 (3.00)
24 (15.50)
49 (31.60)
51 (32.90)
29 (18.70)
2 (1.30)
37 (21.10)
55 (31.40)
43 (24.60)
32 (18.30)
8 (4.60)
According to your opinion, what is the level of
Plastic and Reconstructive Surgical procedures
demonstration to students in OR?
Excellent
Very Good
Good
Fair
Poor
43 (13.30)
77 (23.80)
98 (30.30)
75 (23.20)
30 (9.30)
22 (14.40)
32 (20.90)
58 (37.90)
35 (22.90)
6 (3.90)
21 (12.40)
45 (26.50)
40 (23.50)
40 (23.50)
24 (14.10)
Do you think by increasing Clinical or operation
room sessions we can enhance P&R Surgical
interest among students?
What do you think: by giving a chance to have
optional P & R surgical rotations, its knowledge
can be enhanced among students?
Would you recommend Training Courses for
Plastic Surgeons to improve their teaching skill?
Special workshops related to minor Plastic
Surgical procedures may help students to deal
with skin lesions confidently?
How frequently, would you like to suggest for
teaching assessment of Plastic Surgeons to
improve teaching Standard?
Yes
No
252 (77.10)
75 (22.90)
119 (77.80)
34 (22.20)
133 (76.40)
41 (23.60)
Yes
No
240 (73.20)
88 (26.80)
115 (75.20)
38 (24.80)
125 (71.40)
50 (28.60)
Yes
No
Yes
No
233 (71.50)
93 (28.50)
242 (74.20)
84 (25.80)
113 (74.30)
39 (25.70)
116 (76.30)
36 (23.70)
120 (69.00)
54 (31.00)
126 (72.40)
48 (27.60)
Once a month
Every 3 months
Every 6 months
Once a year
Less frequent
than yearly
Yes
No
83 (25.50)
90 (27.70)
53 (16.30)
65 (20.00)
34 (10.50)
33 (21.90)
54 (35.80)
24 (15.90)
26 (17.20)
14 (9.30)
50 (28.70)
36 (20.70)
29 (16.70)
39 (22.40)
20 (11.50)
226 (69.10)
101 (30.90)
111 (72.50)
42 (27.50)
115 (66.10)
59 (33.90)
Yes
No
119 (36.30)
209 (63.70)
73 (47.70)
80 (52.30)
46 (26.30)
129 (73.70)
Do you think, student’s Plastic Surgical skills
can be improved by Short courses of cadaveric
dissection or practice upon surgically removed
organs?
Would you like to choose Plastic and
reconstructive Surgery as your Career?
82
P
value
Years of study
Third year
Fifth year
0.174
16 (16.50)
43 (44.30)
25 (25.80)
11 (11.30)
2 (2.10
44 (19.40)
57 (25.10)
68 (30.00)
50 (22.00)
8 (3.50)
0.003
14 (14.60)
26 (27.10)
31 (32.30)
19 (19.80)
6 (6.20)
29 (13.10)
51 (23.00)
65 (29.30)
54 (24.30)
23 (10.40)
0.773
74 (77.10)
22 (22.90)
173 (76.50)
53 (23.50)
0.446
62 (64.50)
34 (35.40)
173 (76.20)
54 (23.50)
67 (70.50)
28 (29.50)
67 (71.30)
27 (28.70)
163 (71.80)
64 (28.20)
171 (75.30)
56 (24.70)
25 (26.30)
33 (34.70)
12 (12.60)
18 (18.90)
7 (7.40)
55 (24.40)
55 (24.40)
41 (18.20)
47 (20.90)
27 (12.00)
0.207
69 (71.90)
27 (28.10)
153 (67.70)
73 (32.30)
0.006
38 (39.60)
58 (60.40)
78 (34.40)
149 (65.60)
0.284
0.422
0.047
P
value
>20 (%)
Age group (Years)
20 to 25
>25
P value
0.009
45 (22.30)
66 (32.70)
57 (28.20)
31 (15.30)
3 (1.50)
7 (9.70)
20 (27.80)
19 (26.40)
22 (30.60)
4 (5.60)
0.622
7 (13.50)
13 (25.00)
16 (30.80)
12 (23.10)
4 (7.70)
25 (12.80)
42 (21.40)
63 (32.10)
43 (21.90)
23 (11.70)
10(13.90)
20 (27.80)
19 (26.40)
20 (27.80)
3 (4.20)
0.917
39 (75.00)
13 (25.00)
154 (77.00)
46 (23.00)
56 (77.80)
16 (22.20)
0.934
0.032
30 (57.70)
22 (42.30)
159 (79.10)
42 (20.90)
49 (68.10)
23 (31.90)
0.004
32 (61.50)
20 (38.50)
35 (67.30)
17 (32.70)
146 (73.00)
54 (27.00)
151 (75.50)
49 (24.50)
52 (73.20)
16 (26.80)
53 (74.60)
18 (25.40)
17 (32.70)
13 (25.00)
7 (13.50)
17 (32.70)
13 (25.00)
53 (26.80)
52 (26.30)
32 (16.20)
45 (22.70)
16 (8.10)
12 (16.70)
23 (31.90)
14 (19.40)
12 (16.70)
11 (15.30)
0.459
24 (46.20)
28 (53.80)
152 (76.00)
48 (24.00)
48 (66.70)
24 (33.30)
0.0016
0.371
26 (50.00)
26 (50.00)
60 (29.90)
141 (70.10)
30 (41.70)
42 (58.30)
0.013
0.817
0.450
0.249
Formatted: Right
7 (13.50)
18 (34.60)
16 (30.80)
8 (15.40)
3 (5.80)
0.026
Formatted Table
0.673
Formatted: Centered
Formatted: Right
Formatted: Right
0.243
Formatted: Right, Border: Left: (No border)
Formatted: Right
Formatted: Right
0.482
Formatted: Right
Formatted: Right
0.296
Formatted: Right
Formatted: Left
Formatted: Right
Formatted: Right
Formatted: Right

Evaluating the Medical Student`s Perception of Plastic and

Transcription

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