Background: Evidence-Based Medical Education guides methodological choices to ensure effectiveness in formative processes. There is evidence that proves the development of transversal skills in undergraduate students of occupational therapy, physiotherapy and speech therapy through the Service-Learning methodology. However, this evidence has not been adequately systematized, which prevents us from clearly finding the skills most promoted through this approach. Therefore, it is essential to explore the development of these skills in students, thus justifying the relevance of this methodology in their training. Method: A scoping review was conducted in four databases (PubMED, ERIC, LILACS and Web of Science), applying the SANRA scale to evaluate the quality of narrative analysis and the CASP protocol for thematic analysis. Results: Of 248 articles found, 23 met the inclusion criteria, of which more than 50% met high quality standards. The most outstanding skills developed through service learning were teamwork, professional role identification, intercultural skills, self-efficacy, critical thinking, and global competencies. Discussion: The findings suggest that, under specific conditions, service learning not only promotes key transversal skills, but also enhances critical competencies for professional performance in the areas of occupational therapy, physiotherapy, and speech therapy. However, challenges persist in the uniform implementation of this methodology, which highlights the importance of protocols that ensure their effectiveness and sustainability. Conclusions: Service-Learning methodology, applied strategically, facilitates the development of essential transversal skills for students in rehabilitation careers. The design of clear implementation protocols that improve its application and maximize its benefits in the educational and professional environment is recommended.
Background: Longitudinal and amalgamative clerkship models enhance medical education through faculty continuity, mentorship, and targeted feedback. A United States allopathic medical school piloted a 16-week longitudinal clerkship (PIONEER), including one half-day of obstetrics and gynecology (OB/GYN) clinic per week. This study assessed the impact of preceptor continuity on student knowledge and procedural experience during the OB/GYN portion of PIONEER. Methods: This cross-sectional study (August 2023-July 2024) surveyed PIONEER students on OB/ GYN knowledge, procedural experience, and preceptor continuity. Students were categorized into "high" or "low" continuity experiences based on Likert responses. Outcomes included changes in knowledge and procedural exposure, with secondary analyses comparing procedural opportunities across the academic year and to the OB/GYN traditional block clerkship. Results: Among 83 respondents (76.1% response rate), 71.1% reported low continuity with OB/GYN preceptors. Knowledge and procedural experience did not differ between continuity groups (all p>0.05). PIONEER students' procedural opportunities remained consistent across the year and exceeded those of traditional clerkship students (e.g., 25.7-fold increase in students performing >10 breast exams; 1.6-fold increase for pelvic exams). Discussion: These exploratory findings suggest that meaningful educational experiences can occur in OB/GYN amalgamative longitudinal clerkships even with variable preceptor continuity. Importantly, PIONEER preserved a core benefit of longitudinal models-greater procedural exposure-while highlighting the need for future research to more comprehensively evaluate the contributions of preceptor, patient, and location continuity to student learning.
While the traditional apprenticeship model in surgical training remains valuable, it often underutilizes the surgeon's potential as a co-creator of solutions to pressing clinical challenges. As surgical device development increasingly emphasizes locally relevant and immediate problem-solving issues, innovation in surgical education is no longer optional but an essential component of modern training. This commentary introduces the Surgeons for Innovation (SuFI) program, a nonprofit collaborative program spearheaded by surgeons, researchers, and engineering teams. Designed as a structured yet adaptable model, SuFI integrates innovation training directly into surgical education in India. The program fosters collaboration among surgeons, researchers, and engineers to co-develop effective, and scalable medical devices of relevance to the local and global users. Its framework is built on four pillars: (1) design conceptualization (2) access to incubators (3) regulatory approvals and (4) a repository of problem statements. Through this approach, SuFI will successfully guide surgeon-engineer teams from problem identification to prototype development, patenting, and market launch of effective, patient-centered devices inspired by real surgical needs. By positioning surgeons as co-creators rather than passive end-users, SuFI strengthens the national innovation ecosystem and aligns with calls to institutionalize innovation within medical curricula. This model offers a potential blueprint for advancing surgical education, particularly in resource-constrained settings.
