Evidence map›Paper›PMID 42582643›Full record

ArticlePlastic surgery (Oakville, Ont.)2026

Development and Delivery of a Plastic and Reconstructive Surgery Case-Based Learning Curriculum for Pre-Clerkship Medical Students.

Dave Gwun, Victoria Tucci, Alexandra D'Souza, Thomas Milazzo, Sophocles Voineskos, David Wallace, Kyle R Wanzel, Shaishav Datta

Abstract read
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In one paragraph

Article in Plastic surgery (Oakville, Ont.), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Dave GwunTemerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.ORCID https://orcid.org/0000-0001-6727-4944
Victoria TucciTemerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.ORCID https://orcid.org/0000-0002-2344-2560
Alexandra D'SouzaDepartment of Surgery, Division of Plastic, Reconstructive & Aesthetic Surgery, University of Toronto, Toronto, ON, Canada.ORCID https://orcid.org/0000-0001-6754-0595
Thomas MilazzoDepartment of Surgery, Division of Plastic, Reconstructive & Aesthetic Surgery, University of Toronto, Toronto, ON, Canada.ORCID https://orcid.org/0000-0002-0178-1713
Sophocles VoineskosDepartment of Surgery, Division of Plastic, Reconstructive & Aesthetic Surgery, University of Toronto, Toronto, ON, Canada.ORCID https://orcid.org/0000-0003-3818-2164
David WallaceDepartment of Surgery, Division of Plastic, Reconstructive & Aesthetic Surgery, University of Toronto, Toronto, ON, Canada.ORCID https://orcid.org/0000-0002-1564-9027
Kyle R WanzelDepartment of Surgery, Division of Plastic, Reconstructive & Aesthetic Surgery, University of Toronto, Toronto, ON, Canada.
Shaishav DattaDepartment of Surgery, Division of Plastic, Reconstructive & Aesthetic Surgery, University of Toronto, Toronto, ON, Canada.ORCID https://orcid.org/0000-0002-0855-3764

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Canadian medical students receive limited exposure to Plastic and Reconstructive Surgery (PRS) during pre-clerkship. To address this gap, a longitudinal PRS case-based learning (PRS-CBL) curriculum was developed to parallel the pre-clerkship curriculum, with an aim to increase early exposure to PRS concepts. Methods: Guided by Medical Council of Canada objectives, PRS faculty and residents co-designed a 5-part case-based learning curriculum: Introduction to PRS, Skin and Soft Tissue Infections, Benign and Malignant Skin Lesions, Hand and Wrist Trauma, and Burns. Each session combined a didactic presentation, clinical case with facilitated discussion, and hands-on workshop. Eligible participants were first- and second-year medical students. Presession and postsession tests were compared using the Mann-Whitney Results: From 2023 to 2025, 10 PRS-CBL sessions were delivered, with a mean of 45 (SD 28.8) registrants per session. Of 453 total registrants, 201 were unique participants, with 41% reporting no prior interest in PRS. Significant improvements in presession versus postsession test scores were observed at each session ( Conclusion: The PRS-CBL curriculum filled a void in the current undergraduate medical curriculum, improved PRS knowledge, received favorable evaluations, and included students without prior interest in PRS. This adaptable model may support early career exploration in PRS and other underrepresented specialties.

Indexed as

Career choicecase-based learning (closest MeSH: problem-based learning)educationmedicalplastic)plastic and reconstructive surgery (closest MeSH: surgeryundergraduate

Identifiers

PMID42582643
PMCPMC13458317

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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.