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Interns' Day in Surgery: improving intern performance through a simulation-based course for final year medical students


Sinha, SN and Page, W, Interns' Day in Surgery: improving intern performance through a simulation-based course for final year medical students, A N Z Journal of Surgery, 85, (1-2) pp. 27-32. ISSN 1445-1433 (2015) [Refereed Article]

Copyright Statement

Copyright 2014 Wiley-Blackwell

DOI: doi:10.1111/ans.12665


Background: The transition from final year medical student into the first year of clinical practice is known to be associated with anxiety and stress that ultimately affects job performance. Studies have shown that much of this stress and anxiety results from a junior doctor's lack of confidence in performing a number of basic tasks. We investigated if implementation of a half-day simulation-based course in the final year medical students results in increased confidence in performing these tasks.

Methods: Final year medical students of the University of Tasmania's School of Medicine posted at the Royal Hobart Hospital participated in a half-day simulation course, comprised of multiple simulation stations, which required students to perform the basic tasks a competent surgical intern would be expected to complete. Students completed a survey which investigated their confidence with each task before and after the course.

Results: Overall, the majority of students thought that the Interns' Day in Surgery course was useful. The most significant improvements perceived were in case presentation (57.5% to 94.6%; P = 0.02) and communication with patients and other professional colleagues (55.5% to 75.5%; P = 0.01). A follow-up survey of doctors who attended this course reinforced its benefits.

Conclusion: Simulation-based courses in clinical practice provide good learning opportunities for final year medical students within the curriculum. This study confirms significant gains in all skills categories practised during the course with perceived benefits subsequently identified by interns. This should lead to a less stressful and more successful transition from student to doctor and ultimately, better patient care.

Item Details

Item Type:Refereed Article
Keywords:clinical skills, communication, feedback, medical education, simulation
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Medicine, nursing and health curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Sinha, SN (Professor Sankar Sinha)
UTAS Author:Page, W (Ms Wendy Page)
ID Code:96274
Year Published:2015 (online first 2014)
Web of Science® Times Cited:4
Deposited By:Medicine
Deposited On:2014-10-29
Last Modified:2017-11-02

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