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      The “virtual OR:” creation of a surgical video-based gynaecologic surgery teaching session to improve medical student orientation and supplement surgical learning during COVID-19 Translated title: La « salle d’opération virtuelle » : création d’une séance d’enseignement en chirurgie gynécologique par vidéo pour faciliter l’accueil des étudiants en médecine et compléter l’enseignement chirurgical pendant la COVID-19

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          Implication Statement

          The COVID-19 pandemic resulted in changes to clinical clerkship delivery including decreased surgical exposure. The Department of Obstetrics and Gynaecology at Dalhousie University developed a novel, resident-led learning experience using a curated presentation of operative footage. This session aimed to improve medical students’ orientation to the operative environment and supplement teaching on pelvic anatomy and gynaecologic surgery in response to decreased exposure during the COVID-19 pandemic. Medical students perceived this session as valuable and felt it improved their preparedness for the operating room. This initiative has the potential to improve medical student orientation to the operative environment.

          Énoncé des implications de la recherche

          La pandémie de la COVID-19 a entraîné des changements dans le déroulement des stages d’externat, notamment une diminution l’exposition clinique en chirurgie. Le département d’obstétrique et de gynécologie de l’Université Dalhousie a mis au point une activité d’apprentissage novatrice, dirigée par des résidents, au moyen d’une présentation de vidéos opératoires. La séance visait à faciliter l’accueil des étudiants en médecine dans l’environnement opératoire, ainsi qu’à compléter l’enseignement de l’anatomie pelvienne et de la chirurgie gynécologique compte tenu de l’exposition clinique réduite pendant la pandémie de la COVID-19. Les étudiants ont jugé cette séance utile et ils s’estiment, grâce à elle, mieux préparés pour la salle d’opération. Cette initiative a le potentiel d’améliorer l’accueil des étudiants en médecine dans l’environnement opératoire.

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          Most cited references6

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          Medical Student Education in the Time of COVID-19

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            Medical student experience in surgery influences their career choices: a systematic review of the literature.

            Student experiences during surgical rotations may dictate interest in future surgical careers. The objective of this study was to systematically examine the effect of surgical experience (SE) on student attitudes toward surgical careers and also to identify variables influencing the educational value of SE.
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              Preparing medical students for clerkships: a descriptive analysis of transition courses.

              Students have reported several challenging aspects of the transition to clerkships, such as applying clinical knowledge, learning experientially, using clinical skills, adjusting to clinical settings, and understanding roles. In an effort to address some of these challenges, a number of medical schools have added transition courses to their curricula, but little information about these courses has been published. The authors draw on findings from a study of the design and content of 30 transition courses offered in U.S. medical schools, to examine various approaches and provide a framework to guide the design of transition courses. Most courses (83%) were between one day and one week long. The authors identified three primary course themes: presentation of new information and skills, review and application of content covered in the preclerkship curriculum, and student well-being. All courses presented new information and skills, and more than half of the courses (53%) addressed all three themes. The most common curricular topics were technical/procedural skills, safety precautions, orientation to clinical settings, review of clinical skills, and stress management. Hands-on experience was the most frequently used instructional approach. Few courses had explicit goals and objectives, and evaluation of students was rare. Transition courses can address some of the needs and challenges associated with early clerkship experiences. These courses should explicitly target areas of need that are described in the literature as well as those identified within one's own institution. They should include clear objectives, learning activities tailored to the areas of need and objectives, and student and course evaluations.
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                Author and article information

                Journal
                Can Med Educ J
                Can Med Educ J
                CMEJ
                Canadian Medical Education Journal
                Canadian Medical Education Journal
                1923-1202
                13 May 2021
                14 September 2021
                September 2021
                : 12
                : 4
                : 149-151
                Affiliations
                [1 ]Department of Obstetrics and Gynaecology, Dalhousie University, Nova Scotia, Canada
                Author notes
                Correspondence to: Dr. Jocelyn Stairs, MD, FRCSC. Department of Obstetrics and Gynaecology, Dalhousie University. IWK Health Centre, 5850/5980 University Avenue, P.O. Box 9700, Halifax, Nova Scotia, Canada B3K 6R8; Email: jocelyn.stairs@ 123456dal.ca
                Article
                CMEJ-12-149
                10.36834/cmej.72081
                8463219
                34567319
                d9d920e7-f9dc-4c38-936d-0102a229fc67
                © 2021 Stairs, Amir, Vair; licensee Synergies Partners

                This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License. ( https://creativecommons.org/licenses/by-nc-nd/4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is cited.

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