Medical students at Baylor College of Medicine are gaining a valuable edge in their education through the newly introduced Surgical Ethics and Application for Medical Students (SEAMS) program. This innovative elective combines structured lectures with interactive role-playing sessions, aiming to bridge the gap in formal ethics training within the surgical curriculum.
Program Structure and Participation
The SEAMS program features 45-minute didactic lectures led by faculty experts in ethics, transplant medicine, and surgical oncology. Complementing these lectures, students engage in role-playing exercises that simulate real-world ethical dilemmas. Thirty-two first-year medical students took part in the program, participating in both pre- and post-program surveys to assess their understanding, confidence, and learning preferences related to surgical ethics.
Impact on Student Confidence and Knowledge
Results from the surveys indicate a significant improvement in students’ knowledge and confidence regarding surgical futility discussions (p<0.01). Additionally, their ability to initiate and conduct difficult conversations saw notable enhancements (p<0.01). Post-program feedback revealed a stronger preference for lecture-based learning on topics of ethics and surgical indications, suggesting the effectiveness of the program’s instructional methods.
- Enhanced understanding of surgical futility among participants.
- Increased confidence in having challenging ethical conversations.
- Shift in learning preferences towards lecture-based ethics education.
The SEAMS program has demonstrated its capability to prepare medical students for the ethical challenges they will encounter in clinical practice. By integrating structured lectures with practical role-playing exercises, the program offers a comprehensive approach to ethics education. The authors suggest adopting a flipped classroom model in future iterations to maximize the efficiency and engagement of students.
Implementing more structured ethics education within surgical training programs is essential, as highlighted by the success of SEAMS. The methodologies employed in this program not only benefit medical students but also have the potential to enhance the communication and ethical decision-making skills of practicing physicians dealing with complex patient cases.
Future research should focus on the long-term effects of such ethics programs on medical students’ preparedness for ethical decision-making in their professional careers. Understanding the sustained impact of these educational interventions will be crucial in refining and expanding ethics training across medical curricula.
Equipping future surgeons with robust ethical training through programs like SEAMS ensures that they are well-prepared to handle the moral complexities of patient care. This proactive approach in medical education fosters not only competent surgeons but also conscientious healthcare professionals dedicated to upholding ethical standards in their practice.
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