ArticleJournal of medical education and curricular development
Bridging the Skills Gap: The Role of Near-Peer Teaching in Medical Student Suturing Training.
Article in Journal of medical education and curricular development. 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
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: This study evaluated a series of 4 weekly, two-hour suture clinics taught using near-peer instruction by trained second year medical students for peer participants at the University of Louisville School of Medicine using a repeated cross sectional mixed-methods study design. Methods: Seven second year medical student instructors were trained and supervised in providing basic technical skills in suturing by a surgical faculty member (Dr Kasdan). Participants in the suture clinic consisted of 48 second year medical student peers who completed a pre- and post-clinic survey evaluating their interest in surgery, as well as their self-efficacy and confidence in performing basic suture skills. Paired-sample Results: Quantitatively, student participants showed strong improvement in their knowledge of using the needle driver and suture correctly as well as an understanding of when to use a hand tie versus an instrument tie. In addition, confidence in surgical handwashing, gowning, and gloving improved significantly. Knot tying also showed significant improvements, with the most striking improvements in the ability to perform "Fast-Passes" without excessive movement and "Cross-Passes." The ability to take symmetrical bites on the suturing block also showed considerable improvement, as well as the ability to perform a simple interrupted knot. Overall, participants' interest in surgery increased significantly following the suture clinic experience. Qualitatively, student participant responses were analyzed in response to a prompt regarding the impact of the suture clinic experience on student interest in surgery, self-efficacy, and confidence. Thematic analysis highlighted students' lack of experience, safety, and proficiency of technique. Conclusion: In sum, the results of this study support the use of near peer teaching in enhancing self-reported student confidence and performance regarding basic surgical skills in advance of clerkship training.
Indexed as
Identifiers
What OpenQuestion holds
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.