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Background <p>Perioperative management requires a broad range of knowledge and practical skills essential for early clinical practice, yet perioperative care is often taught in fragmented rather than integrated fashion across undergraduate medical curricula. Beyond technical skills, perioperative care involves anticipatory planning, prioritization, escalation decisions and interdisciplinary coordination. Electives may help bridge this gap but are often assessed primarily by satisfaction or specialty recruitment. We evaluated a perioperative management elective with respect to self-perceived preparedness, educational value across baseline career interests, and its potential role in informed career decision-making.</p> Methods <p>We conducted a prospective evaluation of a two-week perioperative elective at a German medical school. Students completed pseudonymized questionnaires before and after the course and at residency entry. Outcomes included self-assessed preparedness across six perioperative domains, perceived readiness for practice, educational value, and career intentions (5-point Likert scales). Paired pre-post comparisons were analyzed using Wilcoxon signed-rank tests. Subgroup analyses explored outcomes by baseline interest in orthopedics and trauma surgery (OTS).</p> Results <p>Forty-three students participated; 40 provided paired pre-post data and 22 completed follow-up. Self-perceived preparedness improved significantly across all perioperative domains (all <i>p</i> &lt; 0.001). Post-course educational value was high (median 5; 97.6% top-box = Likert 4–5). Gains were independent of baseline OTS interest. Although group-level career interest remained stable, significant within-person changes were observed (<i>p</i> = 0.002), indicating bidirectional shifts rather than unidirectional recruitment. At residency start, participants reported high perceived readiness (median 5; 95.5% top-box).</p> Conclusions <p>A structured perioperative elective improved perceived preparedness and was valued irrespective of baseline specialty interest. Beyond improvements in self-perceived preparedness, it supported professional identity formation and informed career decision-making. Perioperative teaching may therefore function as a transition-to-practice intervention rather than a specialty recruitment tool, with relevance across specialties.</p>

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A perioperative management elective as a transition-to-practice intervention: effects on preparedness, professional identity, and career decision-making

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • R Seemann,
  • T Gehlen,
  • MQL Bui,
  • JW Kim,
  • RD Hein,
  • U Stöckle,
  • AM Mielke

摘要

Background

Perioperative management requires a broad range of knowledge and practical skills essential for early clinical practice, yet perioperative care is often taught in fragmented rather than integrated fashion across undergraduate medical curricula. Beyond technical skills, perioperative care involves anticipatory planning, prioritization, escalation decisions and interdisciplinary coordination. Electives may help bridge this gap but are often assessed primarily by satisfaction or specialty recruitment. We evaluated a perioperative management elective with respect to self-perceived preparedness, educational value across baseline career interests, and its potential role in informed career decision-making.

Methods

We conducted a prospective evaluation of a two-week perioperative elective at a German medical school. Students completed pseudonymized questionnaires before and after the course and at residency entry. Outcomes included self-assessed preparedness across six perioperative domains, perceived readiness for practice, educational value, and career intentions (5-point Likert scales). Paired pre-post comparisons were analyzed using Wilcoxon signed-rank tests. Subgroup analyses explored outcomes by baseline interest in orthopedics and trauma surgery (OTS).

Results

Forty-three students participated; 40 provided paired pre-post data and 22 completed follow-up. Self-perceived preparedness improved significantly across all perioperative domains (all p < 0.001). Post-course educational value was high (median 5; 97.6% top-box = Likert 4–5). Gains were independent of baseline OTS interest. Although group-level career interest remained stable, significant within-person changes were observed (p = 0.002), indicating bidirectional shifts rather than unidirectional recruitment. At residency start, participants reported high perceived readiness (median 5; 95.5% top-box).

Conclusions

A structured perioperative elective improved perceived preparedness and was valued irrespective of baseline specialty interest. Beyond improvements in self-perceived preparedness, it supported professional identity formation and informed career decision-making. Perioperative teaching may therefore function as a transition-to-practice intervention rather than a specialty recruitment tool, with relevance across specialties.