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Background Bedside teaching ( BT) is a valuable learning experience for medical students. In 2010, the BT curriculum at the University of Dundee was revised so that clinical specialist doctors facilitated these sessions. The aim of this study was to compare student opinion of BT delivered by specialist and non-specialist doctors. Methods A retrospective survey was sent to two medical student year groups who received teaching delivered by either specialist or non-specialist doctors during year 2. Results The response rate was 24.5 per cent, of which 49.4 per cent were taught by specialists. Responses indicated that specialist doctors improved communication skills (p = 0.034), were less intimidating (p = 0.01) and gave greater opportunity to ask questions (p = 0.028) than their non-specialist counterparts. Overall, students taught by specialty doctors rated BT as more valuable (p < 0.001). A positive correlation was noted between the frequency of patient interaction and the overall value of BT (p < 0.0121); however, there was no significant association between the main teaching location and the overall value of BT. Discussion Findings indicate that specialist doctors provide students with a better understanding of disease processes. Several students from the specialist group noted that their tutors linked theory to practice. No significant difference was found between the two groups regarding whether teaching was at an appropriate level. Specialist doctors therefore allow a number of improvements over the use of non-specialist doctors for BT. [ABSTRACT FROM AUTHOR]

Background Prior to 2008 medical students at the University of Dundee had no formal teaching in scrubbing, gloving and gowning for theatre. The students had reported high levels of stress, and a lack of knowledge and confidence, when asked to scrub, glove and gown for theatre. We present a cohort study of the effect on students' experiences in theatre following the implementation of a new theatre etiquette course to the undergraduate curriculum. Design We implemented a new theatre etiquette course for medical students, in which they learned scrubbing, gowning and gloving for theatre. We then identified two cohorts of students: the year group who attended the new course and the year above who did not. At the end of year 4, both cohorts completed a questionnaire about their confidence and experiences in theatre. The results from the year below were compared with the year above, who had no such formal teaching. Results Questionnaire responses from over 70 per cent of each cohort demonstrated that students attending the new formal course felt significantly more confident in theatre etiquette skills and had an improved experience in the operating theatre, compared with the previous year group. Conclusion The implementation of a theatre etiquette course improved students' preparation and experience in theatre. It also outlines the need for consistent teaching at an undergraduate level. This formal teaching method is recommended for any curriculum in which students attend theatre. [ABSTRACT FROM AUTHOR]

Introduction: Anatomy is an essential basic science for safe and effective medical practice. In 2006 the UK Anatomy Act was changed to allow the use of surgical procedures on cadavers. This has unlocked opportunities for new methods of teaching clinically relevant anatomy. This study explores how surgical procedures may provide a purposeful and memorable way for undergraduates to learn anatomy, compared with conventional teaching methods. Methods: Under supervision, a group of third-year medical students prepared for and then performed a shoulder hemi-arthroplasty after identifying key anatomical structures and surgical objectives. The procedure was performed in a simulated theatre environment. A focus group was used to collect qualitative data based on the learning experience. Results: The surgical approach and implant insertion were successfully completed, and the educational objectives of identifying and learning surrounding structures were met. The focus group found that the exercise presented a relaxed introduction to surgery, enabled learning by association, and provided a learning experience that was both purposeful and complete. Discussion: The preparation and completion of the procedure enabled the students to focus on the anatomy of the shoulder, by identifying and forming associations with surrounding structures. Uniquely, the surgical nature of this project also allowed undergraduate students to practice key surgical skills and principles. Conclusion: The authors believe that learning anatomy via a surgical approach provides a relevant, in-depth, purposeful and enjoyable learning experience. This technique also provided a valuable insight into surgery. [ABSTRACT FROM AUTHOR]