A Review of UK Undergraduate Surgical Curricula and Teaching Methods with an Analysis of the University of Dundee (2011-2021)

Following participation in 1-day theatre etiquette and basic surgical skills teaching sessions, fourth-year medical students completed feedback on their experience (n=483 and n=491 for each session respectively). Data was collected annually from 2016 to 2019. Students rated their agreement with statements from strongly agree to strongly disagree, no neutral option was given. These statements relate to the suitability of facilities and materials used for the sessions, students’ subjective confidence in the skills included in the session, and the impact of the session of future plans. Feedback was collected on 15 unique statements each for both sessions. This data was collated and discussed as a component of a literature review into the current surgical education practices of UK medical schools and their evolution over the past decade.

在参与为期1天的手术室礼仪（Theatre Etiquette）与基础外科技能教学培训课程后，四年级医学生完成了针对自身参训体验的反馈调研，两项课程的有效反馈份数分别为483份与491份。数据采集周期为2016年至2019年，按年度开展。学生需对预设陈述表达同意程度，选项仅设「完全同意」至「完全不同意」两级，无中立选项。陈述内容涵盖三大维度：课程所用设施与耗材的适配性、学生对课程所授技能的主观信心，以及参训课程对其未来职业规划的影响。两项课程各自设有15条独特的反馈陈述条目。该数据集经整理分析后，作为一篇文献综述的组成部分，用于探讨英国医学院校当前的外科教育实践现状及其近十年的发展演进历程。