ReviewBrain & spine2024
Tailoring neurosurgical operating room education to medical undergraduates: Integrative review and meta-synthesis.
Review in Brain & spine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Integrating medical students into the neurosurgical operating room (OR) presents significant pedagogical challenges, compounded by the phenomenon of neurophobia, or aversion to neuroscience. Despite the importance of early neurosurgical exposure, there is a lack of structured educational strategies for undergraduates.Research Question How can neurosurgical OR education be effectively tailored to address undergraduate medical students' educational needs and mitigate neurophobia? Material and methods: This study employs an integrative approach, combining narrative synthesis and critical interpretive synthesis (CIS). A comprehensive literature review was conducted across databases such as PubMed, Scopus, and ERIC. Key themes and patterns were identified through iterative reading, coding, and thematic analysis. CIS was utilized to integrate these themes into a coherent theoretical framework, focusing on applicability, feasibility, and educational impact. Results: The study presents twelve targeted strategies to optimize neurosurgical OR education. These include preoperative planning, fostering a positive learning environment, emphasizing technological integration, involving students in decision-making, prioritizing safety, providing regular feedback, facilitating active participation, leveraging teachable moments, managing time constraints, offering follow-up opportunities, emphasizing professionalism, and fostering a learning culture. Discussion and conclusion: This framework addresses a critical gap in neurosurgical education for undergraduates, tackling neurophobia and enhancing learning experiences. By integrating educational theories with practical insights, it offers a robust, adaptable approach suitable for various global resource settings. Through continuous evaluation and refinement, these strategies can evolve to meet the dynamic demands of neurosurgical education, preparing students to navigate the complexities of modern neurosurgical practice with confidence and competence.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.