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Related Experiment Videos

Determining undergraduate curriculum content in plastic surgery.

M A Prater1, D J Smith

  • 1Department of Surgery, Southern Illinois University, Springfield 62794.

Plastic and Reconstructive Surgery
|September 1, 1989
PubMed
Summary

This study identified essential plastic surgery knowledge and clinical skills for medical students. Experts and graduates agreed on core competencies needed for competent medical practice.

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Area of Science:

  • Medical Education
  • Plastic Surgery Training

Background:

  • Undergraduate medical curricula require defined essential knowledge and skills.
  • Plastic surgery education needs clear competency benchmarks for graduating physicians.

Purpose of the Study:

  • To identify essential cognitive knowledge and clinical skills in plastic surgery for undergraduate medical education.
  • To establish a consensus on core plastic surgery competencies for medical school graduates.

Main Methods:

  • A questionnaire survey was administered to surgical clerkship directors, plastic surgeons, and recent medical school graduates.
  • Respondents rated the importance of 74 knowledge items and 28 clinical skills on a 0-3 scale.
  • Mean scores and hierarchical rankings were calculated to determine essential and nonessential items.

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Main Results:

  • High correlation was observed between the rankings provided by the three respondent groups.
  • A consensus was reached on the essential knowledge and clinical skills in plastic surgery.
  • Specific items were identified as essential versus nonessential for graduating medical students.

Conclusions:

  • There is strong agreement among educators and practitioners regarding essential plastic surgery competencies.
  • The findings provide a foundation for curriculum development in undergraduate plastic surgery education.
  • Defined essential skills ensure medical graduates possess necessary foundational knowledge for practice.