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Lessons Learned From the Surgical Morbidity and Mortality Conference
Kaio S Ferreira1, Kenneth Lynch2, Beth A Ryder2
1Warren Alpert Medical School of Brown University, Providence, Rhode Island.
Journal of Surgical Education
|August 22, 2018
Summary
Faculty and medical students hold different views on error attribution and educational value in surgical Morbidity and Mortality (M&M) conferences. Further interventions are needed to enhance medical student learning during M&M.
Area of Science:
- Medical Education
- Quality Improvement
- Surgical Conferences
Background:
- Morbidity and Mortality (M&M) conferences serve dual roles in quality improvement and education.
- Understanding the educational value and quality improvement impact across different learner groups is crucial.
- The specific experience of medical students (MS) in surgical M&M conferences warrants focused investigation.
Purpose of the Study:
- To evaluate the educational and quality improvement value of surgical M&M conferences for various learners.
- To assess the impact of an educational intervention aimed at improving medical students' M&M conference experience.
- To compare perceptions of error attribution and learning utility between faculty (FAC) and medical students (MS).
Main Methods:
- Real-time audience polling software was used to collect data over 4 M&M conferences (Phase 1).
- An educational intervention for MS included a seminar on medical error and pre-distributed case materials.
- Data were collected again over 3 additional M&M conferences post-intervention (Phase 2), with statistical analysis comparing FAC and MS responses.
Main Results:
- Faculty consistently attributed errors more to practitioners than medical students did (Phase 1: 39.5% vs 14.6%; Phase 2: 57.6% vs 27.6%).
- Faculty perceived the conference as more useful for their education than medical students did, both pre- and post-intervention (4.0 vs 3.63, p=0.005; 4.24 vs 3.71, p<0.001).
- Both groups agreed on case closure categories and perceived the environment as professional.
Conclusions:
- Significant divergence exists between faculty and medical students regarding error attribution (practitioner vs. system) in M&M conferences.
- Faculty consistently reported higher educational utility from M&M conferences compared to medical students, even after an educational intervention.
- Additional interventions are necessary to optimize the learning experience for medical students participating in surgical M&M conferences.
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