Vascular laboratory workshop increases medical student understanding of vascular diagnostic studies and promotes interest in vascular surgery specialty

Abstract

Objective

The rising prevalence of vascular pathology and its associated costs in the United States burdens the health care system. This study tackles the impending shortage of vascular surgeons by examining ways to increase medical students’ interest and competence in vascular surgery. It assesses the impact of a two-session vascular laboratory (VL) workshop on medical students’ understanding of vascular pathologies, their ability to interpret VL studies, and their interest in pursuing a career in vascular surgery.

Methods

Approval was obtained for this survey-based study from the Institutional Review Board at the University of Maryland School of Medicine. The study involved two cohorts: the VL group (n = 30), consisting of medical students that participated in the VL workshop during their vascular surgery rotation, and the control group (n = 25) consisting of medical students on a General Surgery (GS) rotation not exposed to the VL workshop. The VL group attended two workshops that included lectures, hands-on training, and clinical shadowing. After the workshops, they completed surveys assessing their understanding of vascular pathologies and VL assessments. The GS group, recruited via email, also completed surveys evaluating their exposure to vascular surgery and understanding of VL studies. Both groups were assessed using subjective and objective multiple-choice questions.

Results

Following the VL workshop, the vast majority of the VL group reported greater confidence with understanding, ordering, and performing vascular lab testing. Conversely, 72% (n = 18/25) of the GS cohort self-reported little to no confidence in their understanding of the VL or ability to determine the appropriate VL study based on indication. The VL group demonstrated significantly better performance on objective questions related to vascular pathologies compared with the GS group. Both groups expressed a desire for inclusion of VL education within their preclinical years (49/55; 89.1%). Finally, two-thirds (20/30; 66.7%) of the VL group reported a significant increase in their interest in vascular surgery following the workshop.

Conclusions

A two-session VL workshop significantly enhances medical student confidence in utilizing diagnostic tools for assessing vascular pathology and fosters interest in vascular surgery. Implementing such workshops during preclinical education may provide earlier exposure, more research opportunities, and potentially increase medical student interest in pursuing vascular surgery as a career. Additionally, it may improve the competence of graduating medical students in diagnosing and treating vascular patients across all specialties. These findings emphasize the importance of innovative educational approaches to address the growing demand for vascular care in the United States.