Name
Circuit-Based Surgical Learning: Redesigning the Preclinical-to-Clinical
Transition
Date & Time
Sunday, June 7, 2026, 4:19 PM - 4:34 PM
Location Name
Estes A
Speakers
Authors
Anjali Pagay, American University of the Caribbean School of Medicine, Cupecoy, Sint Maarten (Dutch part)
Miguel Vella, Frimley Health NHS Foundation Trust, Slough, United Kingdom
Lydia Grinsted Tate, Frimley Health NHS Foundation Trust, Slough, United Kingdom
Iram Lodhi, Frimley Health NHS Foundation Trust, Slough, United Kingdom
Negin Motaman, American University of the Caribbean School of Medicine, Cupecoy, Sint Maarten (Dutch part)
Muhammad Saleh, American University of the Caribbean School of Medicine, Cupecoy, Sint Maarten (Dutch part)
Trung Tram, American University of the Caribbean School of Medicine, Cupecoy, Sint Maarten (Dutch part)
Presentation Topic(s)
Student Support
Description
PURPOSE
Medical students often experience a steep transition between preclinical
learning and clinical clerkships, where limited exposure to procedural skills
can create anxiety and diminish preparedness. Although curricula commonly
integrate clinical correlation to contextualize scientific knowledge, time
constraints in the first two years of study restrict opportunities for
surgical learning. To address this gap, we developed ‘Surgical Circuits,’ a
peer-led program designed to enhance procedural confidence and clinical
rationale among preclinical students.
METHODS
A half-day workshop was delivered at an allopathic medical school, in which
preclinical students rotated through simulation-based stations contextualized
to a presentation of acute cholecystitis. Skills included venipuncture,
cannulation, prescribing, nasogastric tube insertion, scrubbing and suturing,
alongside an ultrasound demonstration. Stations were led by senior students
and residents, with 20-30 minutes allocated per station. The session
concluded with a group reflection exploring clinical reasoning and differentials.
Pre- and post-session surveys captured self-reported confidence on a Likert
scale from 1-5, with 1 representing no confidence and 5 representing absolute
confidence.
RESULTS
Twenty-four students participated (Year 1: n=16; Year 2: n= 8). Across all
procedural skills, mean confidence scores increased following the session
(p<0.005 as a paired t-test). The largest gains were observed in
nasogastric tube insertion (from 2 to 4.1, 104% improvement) and prescribing
(from 2 to 3.8, 94% improvement). Participants valued the fun, fast-paced,
peer-delivered format, noting that procedural skills became more
comprehensible when framed within a clinical scenario. In the debrief, most
students sequenced the patient journey correctly and articulated the
contribution of each skill to patient management.
CONCLUSIONS
‘Surgical Circuits’ improved preclinical students’ procedural confidence by
enhancing their understanding of workflow within surgical practice. Future
developments may include incorporating interdisciplinary roles and expanding
complexity. This model offers a scalable, customizable approach to early
surgical education that supports a smoother, supportive transition into
clinical clerkships.
Medical students often experience a steep transition between preclinical
learning and clinical clerkships, where limited exposure to procedural skills
can create anxiety and diminish preparedness. Although curricula commonly
integrate clinical correlation to contextualize scientific knowledge, time
constraints in the first two years of study restrict opportunities for
surgical learning. To address this gap, we developed ‘Surgical Circuits,’ a
peer-led program designed to enhance procedural confidence and clinical
rationale among preclinical students.
METHODS
A half-day workshop was delivered at an allopathic medical school, in which
preclinical students rotated through simulation-based stations contextualized
to a presentation of acute cholecystitis. Skills included venipuncture,
cannulation, prescribing, nasogastric tube insertion, scrubbing and suturing,
alongside an ultrasound demonstration. Stations were led by senior students
and residents, with 20-30 minutes allocated per station. The session
concluded with a group reflection exploring clinical reasoning and differentials.
Pre- and post-session surveys captured self-reported confidence on a Likert
scale from 1-5, with 1 representing no confidence and 5 representing absolute
confidence.
RESULTS
Twenty-four students participated (Year 1: n=16; Year 2: n= 8). Across all
procedural skills, mean confidence scores increased following the session
(p<0.005 as a paired t-test). The largest gains were observed in
nasogastric tube insertion (from 2 to 4.1, 104% improvement) and prescribing
(from 2 to 3.8, 94% improvement). Participants valued the fun, fast-paced,
peer-delivered format, noting that procedural skills became more
comprehensible when framed within a clinical scenario. In the debrief, most
students sequenced the patient journey correctly and articulated the
contribution of each skill to patient management.
CONCLUSIONS
‘Surgical Circuits’ improved preclinical students’ procedural confidence by
enhancing their understanding of workflow within surgical practice. Future
developments may include incorporating interdisciplinary roles and expanding
complexity. This model offers a scalable, customizable approach to early
surgical education that supports a smoother, supportive transition into
clinical clerkships.
Presentation Tag(s)
International Presenter, Student Presentation