C1 - 15: MEDICAL STUDENT INVOLVEMENT AND LEARNING OBJECTIVES IN MORBIDITY AND MORTALITY CONFERENCES: A NATIONAL SURVEY OF THE ASSOCIATION FOR SURGICAL EDUCATION’S ACADEMY OF CLERKSHIP DIRECTORS.
Harold J Leraas, MHS¹, Morgan L Cox, MD², Kristen E Rhodin, BS¹, Kyle Freischlag, BA¹, Brian F Gilmore, MD², Doreen Chang, MA¹, Ranjan Sudan, MD², John C Haney, MD², John Migaly, MD²; ¹Duke University School of Medicine, ²Duke University Department of Surgery

Background: Despite implementation of Morbidity and Mortality Conference (M&M) across surgical graduate medical education, little literature exists regarding the attendance and involvement of medical students. While M&M is recognized as a valuable learning tool for residents, discussion of its role in undergraduate medical education is lacking. In a time where medical error receives increasing attention, we sought to examine involvement of students in M&M and learning objectives for M&M on a national level.

Methods: A survey was distributed to surgery clerkship directors enrolled in the Association for Surgical Education Academy of Clerkship Directors. Fifteen questions with branching logic were used, examining institutional demographics, teaching practices regarding M&M, and student learning objectives.

Results: Responses included 48 clerkship directors and reflected institutions from across the Untied States with most in the Southeast and Northeast. Student enrollment ranged from less than 200 to over 1,000 students and clerkship duration from 2-12 weeks. The majority of institutions reported holding weekly M&M (96%). Of institutions allowing students to attend M&M conference, the majority required weekly attendance (93%). Students hold a strictly observational role in 61% of M&Ms. Students observe and ask questions in 37% of M&Ms and present cases at one institution. Student learning objectives for M&M demonstrated goals of exposing students to the style of M&M (76%), engagement in reflective learning (63%), exposing students to operative complications and medical error (78%), engaging in multidisciplinary teams (35%), highlighting continuity of care (54%), and preparing students with realistic expectations of residency and future careers (59%). Five institutions hold an M&M that is optional for students. Only two institutions reported excluding medical students from M&M based on departmental policy with concern for patient confidentiality.

Conclusions: The vast majority of institutions require their students to attend M&M weekly. Student learning goals reflect desires to improve exposure to this style of teaching conference and understanding the gravity of medical error. At institutions where students do not attend M&M there is concern for patient confidentiality. It is the national standard for medical students to attend M&M.