Intimidating Attendings: The Importance of Near-Peer Mentorship During Third-Year Surgical Clerkship.

INTRODUCTION: Near-peer instruction has grown in popularity in medical education; however, limited data exist to support its effectiveness. This study investigates the perceptions of near-peer style instruction in third-y medical students undergoing a surgical clinical clerkship. We hypothesized that near-peer instruction would provide a beneficial educational experience to third-y medical students during their surgical clinical clerkship. METHODS: The authors anonymously surveyed third-y medical students undergoing their clinical clerkship in surgery on their perception of the near-peer instruction and mentorship they received from fourth-y medical students at the beginning of the clerkship. Near-peer instruction included teaching suturing techniques, surgical procedures and anatomy, operating room literacy, and sharing anecdotal experiences. Surveys were distributed 24 h after receiving the formal instruction. RESULTS: A total of 85 students completed the survey (78% response rate). Students reported a similar or increase in value of learning from near-peer mentors compared to attending physicians (less valuable: 1.2%; just as valuable: 52.9%; more valuable: 45.9%). The majority of students indicated they would like to experience more near-peer style instruction in medical school as demonstrated in surgical clerkship training (absolutely no: 0%; probably not: 0%; on the fence: 4.7%; probably yes: 25.9%; absolutely yes: 69.4%). After experiencing near-peer instruction and mentoring, students were more interested in becoming near-peer mentors (less interested: 1.2%; just as interested: 29.4%; more interested: 69.4%). CONCLUSIONS: Students appreciate and desire near-peer instruction, seeing it as an effective learning method. Mentees undergoing near-peer style instruction have an increased interest in becoming near-peer mentors.

Suture Education with Soft-Embalmed Cadavers: A Cut Above the Rest.

Introduction: The efficacy of a surgical skills curriculum was assessed for third-year medical students focused on suturing training on soft embalmed cadavers, which simulate natural tissue more effectively for surgical procedures than traditionally preserved cadavers or surgical practice pads. Methods: A retrospective cohort study compared pre- and post-survey results at a premier, accredited, nationally ranked academic medical center. Study participants were third-year medical students completing their required surgical clerkship rotation who participated in suturing sessions on both synthetic suture practice pads and soft-embalmed cadavers prior to beginning their operating room experience. Results: A total of 40 participants were included, with slightly more male participants. The majority of participants (52%) were interested in pursuing a non-surgical career. After participating in Clinical Anatomy Mentorship Program (CAMP), participants felt significantly more confident in their ability to suture in the operating room (median 4 [3-4] vs. 2 [1-3], p < 0.001); in their knowledge of basic suturing supplies and instruments (median 4 [4-4] vs. 3 [2-3], p < 0.001); and in their ability to determine when different suture techniques are appropriate in the operating room (median 3 [3-4] vs. 1 [1-2], p < 0.001). Participants felt more confident in their ability to suture in the operating room after their experience suturing on soft-embalmed cadavers compared to suture practice pads (median 5 [4-5] vs. 4 [4-4], p = 0.002). Conclusions: Medical students' confidence in suturing skills and in the knowledge of important characteristics of suturing practice was improved significantly after a suture training session on soft-embalmed cadavers.