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Get SET: aligning anatomy demonstrator programmes with Surgical Education and Training selection criteria
Author(s) -
Rhodes Danielle,
Fogg Quentin A.,
Lazarus Michelle D.
Publication year - 2018
Publication title -
anz journal of surgery
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.426
H-Index - 70
eISSN - 1445-2197
pISSN - 1445-1433
DOI - 10.1111/ans.14359
Subject(s) - selection (genetic algorithm) , medical education , medicine , set (abstract data type) , curriculum , qualitative research , psychology , pedagogy , computer science , social science , artificial intelligence , sociology , programming language
Background Prevocational doctors aspiring to surgical careers are commonly recruited as anatomy demonstrators for undergraduate and graduate medical programmes. Entry into Surgical Education and Training (SET) is highly competitive and a unique opportunity exists to align anatomy demonstrator programmes with the selection criteria and core competencies of SET programmes. This study used a qualitative approach to (i) determine what criteria applicants for SET are assessed on and (ii) identify criteria that could be aligned with and enhanced by an anatomy demonstrator programme. Methods The selection guidelines of all nine surgical specialties for the 2017 intake of SET trainees were analysed using qualitative content analysis methodology. Results The Royal Australasian College of Surgeons adopted a holistic approach to trainee selection that assessed both discipline‐specific and discipline‐independent skills. Qualitative content analysis identified eight categories of key selection criteria: medical expertise, scholarly activity, professional identity, interpersonal skills, integrity, self‐management, insight and self‐awareness and community involvement. The structured curriculum vitae was heavily weighted towards discipline‐specific skills, such as medical expertise and scholarly activity. Insufficient information was available to determine the weighting of selection criteria assessed by the structured referee reports or interviews. Conclusion Anatomy demonstrator programmes provide prevocational doctors with unique opportunities to develop surgical skills and competencies in a non‐clinical setting. Constructively aligned anatomy demonstrator programmes may be particularly beneficial for prevocational doctors seeking to improve their anatomical knowledge, teaching skills or scholarly activity.