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Obstetric outcome in major vs minor placenta praevia

exploration and we hope to incorporate this into future iterations of the program. Follow-up workshop sessions would be invaluable in assessing skill retention, providing distributed teaching, and to explore longer-term impacts of the workshop program on student learning. Objective surgical skill competence assessment is a more accurate measure of students’ knowledge, albeit relatively resource-intensive and logistically challenging. Taught surgical skills could be assessed immediately after the workshop, and then with a follow-up assessment weeks or months afterwards to measure skill retention. Literature demonstrates that distributed practice (ie spacing out teaching and practice) improves skill acquisition and retention compared to a single practice opportunity.4 A follow-up session is also an opportune time to explore whether the workshop provided opportunities, or improved student confidence in actively practising procedural skills. Furthermore, interprofessional surgical skill workshops have been demonstrated to positively impact students’ interest in surgery as a career, as we recently explored.5 Formal assessment of non-technical skills (or more appropriately, behavioural skills) such as communication and interprofessional behaviour is another future direction for the workshop-based learning program. Validated measures of communication skills have been developed6 and could be incorporated into the IPE workshop. Paired medical and nursing students could be presented with a hybrid, team-based simulation involving a bleeding surgical wound on the ward. This may involve students performing initial management (using personal protective equipment, assessing the patient’s status, compression), handing over to one another, communicating with the simulated patient, and then practising suturing on a low-fidelity model. Self-evaluation and objective formative assessment of both technical and non-technical skills would be performed. Similar simulation-based programs have been shown to improve team-based attitudes and behaviours in the literature.7 Peer-assisted learning, medical student surgical interest societies, and specialty interest days are excellent avenues to foster student interest in surgery and develop practical skills. Ideally, we believe that optimal surgical education (including both behavioural skills and IPE) is provided through formal integration and assessment in the medical and nursing student curricula.