PS2-10: SURGERY SERVICE LEARNING MODEL PROVIDES VALUABLE MEDICAL STUDENT TRAINING AND IMPROVES PATIENT OUTCOMES AND SATISFACTION
Su Yeon Lee, BSc1, Megan G Janeway, MD2, Elisa Caron, BSc1, Zahrah Masheeb, BSc1, Frederick Milgram, BA1, Angela Jones, PA2, Stephanie Volpe, PA2, Sabrina Sanchez, MD, MPH2, Lisa Allee, MSW, LICSW2, Tracey Dechert, MD, FACS2; 1Boston University School of Medicine, 2Boston Medical Center
Introduction: On acute care surgery services, providers often lack time for patient education. The Service Learning Project (SLP) aims to merge the unmet needs of patients with the desire of medical students for early clinical experience. In this mutually beneficial model, students help patients understand their procedures and screen them for social determinants of health (SDH). The goal is increased patient health literacy, improved inpatient experience, and early clinical exposure for students.
Methods: In this prospective randomized study, post-operative patients on the acute care surgery service having undergone appendectomy, cholecystectomy or hernia repair were randomized to receive the intervention or the standard of care. The intervention consisted of a standardized 30-minute education session in which trained first year medical students reviewed the diagnosis, treatment and post-operative course with patients. Patients were given a 43-item survey during their hospitalization and re-surveyed by telephone 3-5 days after discharge to assess changes in objective knowledge of their disease process and perceptions of their hospital admission. Students were given a 16-item, 5-point Likert survey prior to starting the SLP and longitudinally throughout medical school. Independent sample t-test was used to assess changes in knowledge and attitudes of the students and patients.
Results: Results from the student arm of the study demonstrate significant increases in knowledge and practice of SDH screening as well as confidence on the wards. Confidence assessing for SDH increased in score from 3.15 to 4.64 (p<0.001) and 100% of students endorsed continuing to assess patients for SDH on clerkships. Confidence in interacting with patients increased from 3.67 to 4.36 (p=0.002) and confidence in patient education skills increased from 3.71 to 4.71 (p<0.001). In addition, medical student’s perceptions of their value on the surgical team increased significantly (2.57 vs 3.86 post-SLP, p<0.001). Results from the patient arm of the study are forthcoming.
Conclusions: The SLP model is effective in improving medical students’ skills and confidence working with patients and addressing SDH. We believe this model will also improve patient objective knowledge and satisfaction with their hospital stay. Both patients and students find this low-cost model to be beneficial and educational.