Medical Student Preparation for the Operating Room: A Survey of Students' Use of Digital and Non-peer-reviewed Educational Resources.
Academic Article
Overview
abstract
INTRODUCTION: To evaluate how medical students prepare for the operating room (OR) during their surgical clerkship, focusing on utilization of peer-reviewed and nonpeer-reviewed educational resources. METHODS: A prospective cross-sectional survey was conducted using an anonymous online questionnaire to assess OR preparation habits and study resource utilization at three US medical schools. Logistic regression identified factors influencing the use of non-peer-reviewed resources. RESULTS: One hundred forty-five third- and fourth-year medical students (37.9% response rate) who had completed their surgical clerkships between September 2021 and August 2022 were included. Most students (86.2%) used nonpeer-reviewed resources for OR preparation, with 27.5% relying on these as their primary tools. Popular resources included YouTube, high-yield review books, and online textbooks, with study of anatomy and patient charts comprising the most prevalent preparation activities. Preparation time was generally limited, with most students dedicating less than an hour per day. Students who spent more than 1 h preparing for the OR daily were less likely to use nonpeer-reviewed resources (odds ratio: 0.3, confidence interval: 0.1-0.9). CONCLUSIONS: This study reveals a significant reliance on nonpeer-reviewed resources for OR preparation among medical students, highlighting a shift in how information is accessed. Despite students' understanding of peer review, the preference for easily accessible digital resources suggests a need for improved guidance on evaluating information quality. Surgical educators have a responsibility to facilitate the identification of high-quality resources.
