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INTRODUCTION: Strong performance in neurosurgical sub-internships requires familiarity with clinical and technical skills which may not otherwise be covered in standard medical school curricula. Thus, a need exists for immersive and comprehensive sub-internship preparation programs, which should be optimized based on student feedback. METHODS: Academy curriculum involved hands-on and discussion-based elements split into three stations: (1) suturing and general information, including a suturing and knot tying workshop and discussion of expectations of sub-interns; (2) introduction to the operating room and drilling, covering patient positioning, surgical technology, OR etiquette, and craniotomy basics; and (3) cases and clinical skills, reviewing clinical imaging, focused neurological exams, and medical note writing. An anonymous online post-survey was administered to collect data on participants’ perceptions of the utility of the academy. RESULTS: Twelve medical students participated in the inaugural neurosurgery sub-internship academy. Nine responded to a post-survey, which revealed following ratings: the overall program was rated as having maximal impact on sub-internship readiness and enthusiasm for neurosurgery by eight (88.9%) and seven (77.8%) respondents, respectively, and trends were comparable for individual curriculum components. A largely positive impact on mentorship access was also observed. CONCLUSIONS: Student perceptions of the relevance and utility of the sub-internship academy were positive, and the program fostered enthusiasm for neurosurgery and opportunities for mentorship. Evaluation of the program’s actual impact on preparedness and sub-internship performance as well as student retention in the field of neurosurgery will be performed in the future, in accordance with the Kirkpatrick model of training evaluation.
Gal et al. (Fri,) studied this question.