Evaluation of a "Subintern" Role: Action Over Observation For Final-Year Medical Students in Surgery

The Surgical Subinternship: A Unique Opportunity for Early Leadership Development

Subinternships are formative rotations in the surgery-bound medical student's journey to surgical training. This experience allows for further exploration of career goals, plays an important evaluative role in the residency selection process, and offers ongoing opportunities for technical and non-technical development. The graduated responsibility experienced in this setting extends beyond what was experienced during the core surgical clerkship where students are first interfacing with the clinical environment. We review and reflect on the role of subinternships in developing the leadership skills that surgery-bound medical students will need to effectively lead interprofessional healthcare teams in the future.

Prepared for Practice? Interns' Experiences of Undergraduate Clinical Skills Training in Ireland

BACKGROUND

Many previous studies on internship have reported a lack of preparedness for the role. More recently in Ireland, medical schools have introduced formal clinical skills training programmes. This study sought to evaluate the impact, if any, of formal skills training in the medical training on intern's preparedness for practice.

METHODS

The study utilized a survey approach followed by focus group discussions. The aim was to identify the skills that were taught and assessed in medical training and the skills that were actually required in their intern year.

RESULTS

Most interns had received skills training in designated skills laboratories. No intern had received training in all skills advised in the European guidelines. Skills taught to all interns were intravenous cannulation, basic life support, and basic suture. Skills required from all interns were intravenous cannulation, phlebotomy, and arterial blood sampling. Removal of peripherally inserted central line (PICC) lines, central lines, and chest drains were commonly requested but not taught. Senior staff underestimated skill abilities and expected failure.

CONCLUSION

These findings identify discordance between the skills taught and the skills required in the job. There is a need for standardization in the clinical skills training to ensure that all interns enter practice with equal competencies. Consideration should be given to experiential learning opportunities such as subintern programmes to consolidate learning and improve preparedness. Improvement in communications with senior clinicians is indicated to ensure that expectations are realistic and reflective of actual training.