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Purpose <p>This study evaluates a case-log assignment designed to capture the scope of surgical experiences of 4th-year medical students during sub-internships at a distributed, community-based medical school.</p> Methods <p>Students completed a standardized log documenting operative category (per ACGME groupings), surgical approach, level of involvement (from observer to 75–100% hands-on), and optional narrative reflections. Data was collected over three academic years (AY21–24) and analyzed using chi-square (<i>p</i> &lt; 0.05).</p> Results <p>Fifty students submitted 2,798 entries: 1,298 (46%) operations, 727 (26%) consultations, and 222 (8%) clinic visits. In 62% of logged cases (<i>n</i> = 1,741), no residents were present. Students had significantly higher hands-on participation (51–100% instrument time) when residents were absent (<i>p</i> &lt; 0.05). When residents or other assistants were present (<i>n</i> = 647), student involvement was more often limited (≤ 50%). Common procedures included intra-abdominal (<i>n</i> = 1,098) and integumentary cases (<i>n</i> = 311). Weekend experiences accounted for 13.4% of entries, including 100 operations and 137 consultations. Narrative reflections revealed impactful learning moments involving technique, patient care, and formative firsts.</p> Conclusion <p>Case-log tracking reveals meaningful patterns in student exposure and engagement. Implementing tailored, real-time logging platforms can enhance learning, spotlight clinical gaps, and equip educators with actionable insights into the sub-internship environment.</p>

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Case logs provide detailed insight into student engagement in the sub-internship and reveal operative differences in settings devoid of residents

  • 期刊论文

  • 发表日期：

    2026年3月31日

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  • Ali Schroeder,
  • Darby Miller,
  • Anjali Kumar

摘要

Purpose

This study evaluates a case-log assignment designed to capture the scope of surgical experiences of 4th-year medical students during sub-internships at a distributed, community-based medical school.

Methods

Students completed a standardized log documenting operative category (per ACGME groupings), surgical approach, level of involvement (from observer to 75–100% hands-on), and optional narrative reflections. Data was collected over three academic years (AY21–24) and analyzed using chi-square (p < 0.05).

Results

Fifty students submitted 2,798 entries: 1,298 (46%) operations, 727 (26%) consultations, and 222 (8%) clinic visits. In 62% of logged cases (n = 1,741), no residents were present. Students had significantly higher hands-on participation (51–100% instrument time) when residents were absent (p < 0.05). When residents or other assistants were present (n = 647), student involvement was more often limited (≤ 50%). Common procedures included intra-abdominal (n = 1,098) and integumentary cases (n = 311). Weekend experiences accounted for 13.4% of entries, including 100 operations and 137 consultations. Narrative reflections revealed impactful learning moments involving technique, patient care, and formative firsts.

Conclusion

Case-log tracking reveals meaningful patterns in student exposure and engagement. Implementing tailored, real-time logging platforms can enhance learning, spotlight clinical gaps, and equip educators with actionable insights into the sub-internship environment.