We share our experiences in designing a complete simulator prototype and provide the technological basis to determine whether an immersive medical training environment for vertebroplasty is successful. In our study, the following key research contributions were realised: (1) the effective combination of a virtual reality surgical simulator and a computerised mannequin in designing a novel training setup for medical education, and (2) based on a user-study, the quantitative evaluation through surgical workflow and crisis simulation in proving the face validity of our immersive medical training environment. Medical simulation platforms intend to assist and support surgical trainees by enhancing their skills in a virtual environment. This approach to training is consistent with an important paradigm shift in medical education that has occurred over the past decade. Surgical trainees have traditionally learned interventions on patients under the supervision of a senior physician in what is essentially an apprenticeship model. In addition to exposing patients to some risk, this tends to be a slow and inherently subjective process that lacks objective, quantitative assessment of performance. By proposing our immersive medical simulator we offer the first shared experimental platform for education researchers to design, implement, test, and compare vertebroplasty training methods. We collected feedback from two expert and two novice residents, on improving the teaching paradigm during vertebroplasty. In this way, this limits the risks of complications during the skill acquisition phase that all learners must pass through. The complete simulation environment was evaluated on a 5-pt Likert scale format: (1) strongly disagree, (2) disagree, (3) neither agree nor disagree, (4) agree, and (5) strongly agree. When assessing all aspects of the realism of the simulation environment, specifically on whether it is suitable for the training of technical skills team training, the participating surgeons gave an average score of 4.5. Additionally, we also simulated a crisis simulation. During training, the simulation instructor introduced a visualisation depicting cement extravasation into a perivertebral vein. Furthermore, the physiology of the computerised mannequin was influenced by the instructor simulating a lung embolism by gradually lowering the oxygen saturation from 98% to 80% beginning at a standardised point during the procedure. The simulation was stopped after the communication between the surgeon and the anaesthetist occurred which determined their acknowledgment that an adverse event occurred. The realism of this crisis simulation was ranked with an average score of 4.75. To our knowledge this is the first virtual reality simulator with the capacity to control the introduction of adverse events or complication yielding a wide spectrum of highly adjustable crisis simulation scenarios. Our conclusions validate the importance of incorporating surgical workflow analysis together with virtual reality, human multisensory responses, and the inclusion of real surgical instruments when considering the design of a simulation environment for medical education. The proposed training environment for individuals can be certainly extended to training medical teams

Aims

Evidence exists of a consistent decline in the value and time that medical schools place upon their undergraduate orthopaedic placements. This limited exposure to trauma and orthopaedics (T&O) during medical school will be the only experience in the speciality for the majority of doctors. This review aims to provide an overview of undergraduate orthopaedic training in the UK.

Purposes and background. Low back pain (LBP) is a common condition with substantial associated disability and costs, best understood using a biopsychosocial approach. Research demonstrates LBP beliefs are important, with biomedical beliefs influencing practitioner's management. LBP beliefs can be inconsistent amongst medical students. The aim of this study was to investigate graduate medical student's beliefs of LBP and what influences them. Method and results. A cross sectional study of phase one and phase three students at the University of Warwick was conducted. Participants were recruited via voluntary response sampling. A survey investigated LBP beliefs, utilising the Back Beliefs Questionnaire (BBQ) and Health Care Providers’ Pain and Impairment Relationship Scale (HC-PAIRS). Qualitative data was collected on what influences beliefs about the causes and management of LBP, which was analysed descriptively using thematic analysis. Fifty-seven students completed the questionnaire. Median BBQ and HC-PAIRS scores were consistent between both year groups. Three main themes emerged from the qualitative data: Sources of influence, influence of personal experience and influence of medical education. Participants discussed single or multiple sources influencing their beliefs. Another main theme was the influence of experiencing LBP personally or through discussions with others. The final main theme described the influence of medical education. Conclusions. Students in this sample tended to have positive beliefs about the outcome of LBP and functional expectations of chronic LBP patients. The mean BBQ and HC-PAIRS scores are comparable to studies of medical students. The findings from qualitative data suggest how medical students form beliefs about the causes and management of LBP is complex. Conflicts of interest: No conflicts of interest. Sources of funding: No funding obtained. This work has not been previously published or presented at any national or international meeting

Aims. The aims of this study were to describe the demographic, socioeconomic, and educational factors associated with core surgical trainees (CSTs) who apply to and receive offers for higher surgical training (ST3) posts in Trauma & Orthopaedics (T&O). Methods. Data collected by the UK Medical Education Database (UKMED) between 1 January 2014 and 31 December 2019 were used in this retrospective longitudinal cohort study comprising 1,960 CSTs eligible for ST3. The primary outcome measures were whether CSTs applied for a T&O ST3 post and if they were subsequently offered a post. A directed acyclic graph was used for detecting confounders and adjusting logistic regression models to calculate odds ratios (ORs), which assessed the association between the primary outcomes and relevant exposures of interest, including: age, sex, ethnicity, parental socioeconomic status (SES), domiciliary status, category of medical school, Situational Judgement Test (SJT) scores at medical school, and success in postgraduate examinations. This study followed STROBE guidelines. Results. Compared to the overall cohort of CSTs, females were significantly less likely to apply to T&O (OR 0.37, 95% CI 0.30 to 0.46; n = 155/720 female vs n = 535/1,240 male; p < 0.001). CSTs who were not UK-domiciled prior to university were nearly twice as likely to apply to T&O (OR 1.99, 95% CI 1.39 to 2.85; n = 50/205 vs not UK-domiciled vs n = 585/1,580 UK-domiciled; p < 0.001). Age, ethnicity, SES, and medical school category were not associated with applying to T&O. Applicants who identified as ‘black and minority ethnic’ (BME) were significantly less likely to be offered a T&O ST3 post (OR 0.70, 95% CI 0.51 to 0.97; n = 165/265 BME vs n = 265/385 white; p = 0.034). Differences in age, sex, SES, medical school category, and SJT scores were not significantly associated with being offered a T&O ST3 post. Conclusion. There is an evident disparity in sex between T&O applicants and an ethnic disparity between those who receive offers on their first attempt. Further high-quality, prospective research in the post-COVID-19 pandemic period is needed to improve equality, diversity, and inclusion in T&O training. Cite this article: Bone Jt Open 2024;5(8):697–707

Novel immersive virtual reality (IVR) technologies are revolutionizing medical education. Virtual anatomy education using head-mounted displays allows users to interact with virtual anatomical objects, move within the virtual rooms, and interact with other virtual users. While IVR has been shown to be more effective than textbook learning and 3D computer models presented in 2D screens, the effectiveness of IVR compared to cadaveric models in anatomy education is currently unknown. In this study, we aim to compare the effectiveness of IVR with direct cadaveric bone models in teaching upper and lower limb anatomy for first-year medical students. A randomized, double-blind crossover non-inferiority trial was conducted. Participants were first-year medical students from a single University. Exclusion criteria included students who undertook prior undergraduate or graduate degrees in anatomy. In the first stage of the study, students were randomized in a 1:1 ratio to IVR or cadaveric bone groups studying upper limb skeletal anatomy. All students were then crossed over and used cadaveric bone or IVR to study lower limb skeletal anatomy. All students in both groups completed a pre-and post-intervention knowledge test. The educational content was based on the University of Toronto Medical Anatomy Curriculum. The Oculus Quest 2 Headsets (Meta Technologies) and PrecisionOS Anatomy application (PrecisionOS Technology) were utilized for the virtual reality component. The primary endpoint of the study was student performance on the pre-and post-intervention knowledge tests. We hypothesized that student performance in the IVR groups would be comparable to the cadaveric bone group. 50 first-year medical students met inclusion criteria and were computer randomized (1:1 ratio) to IVR and cadaveric bone group for upper limb skeletal anatomy education. Forty-six students attended the study, 21 completed the upper limb modules, and 19 completed the lower limb modules. Among all students, average score on the pre-intervention knowledge test was 14.6% (Standard Deviation (SD)=18.2%) and 25.0% (SD=17%) for upper and lower limbs, respectively. Percentage increase in students’ scores between pre-and post-intervention knowledge test, in the upper limb for IVR, was 15 % and 16.7% for cadaveric bones (p = 0. 2861), and for the lower limb score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.9356). In this non-inferiority crossover randomized controlled trial, we found no significant difference between student performance in knowledge tests after using IVR or cadaveric bones. Immersive virtual reality and cadaveric bones were equally effective in skeletal anatomy education. Going forward, with advances in VR technologies and anatomy applications, we can expect to see further improvements in the effectiveness of these technologies in anatomy and surgical education. These findings have implications for medical schools having challenges in acquiring cadavers and cadaveric parts

Novel immersive virtual reality (IVR) technologies are revolutionizing medical education. Virtual anatomy education using head-mounted displays allows users to interact with virtual anatomical objects, move within the virtual rooms, and interact with other virtual users. While IVR has been shown to be more effective than textbook learning and 3D computer models presented in 2D screens, the effectiveness of IVR compared to cadaveric models in anatomy education is currently unknown. In this study, we aim to compare the effectiveness of IVR with direct cadaveric bone models in teaching upper and lower limb anatomy for first-year medical students. A randomized, double-blind crossover non-inferiority trial was conducted. Participants were first-year medical students from a single University. Exclusion criteria included students who undertook prior undergraduate or graduate degrees in anatomy. In the first stage of the study, students were randomized in a 1:1 ratio to IVR or cadaveric bone groups studying upper limb skeletal anatomy. All students were then crossed over and used cadaveric bone or IVR to study lower limb skeletal anatomy. All students in both groups completed a pre-and post-intervention knowledge test. The educational content was based on the University of Toronto Medical Anatomy Curriculum. The Oculus Quest 2 Headsets (Meta Technologies) and PrecisionOS Anatomy application (PrecisionOS Technology) were utilized for the virtual reality component. The primary endpoint of the study was student performance on the pre-and post-intervention knowledge tests. We hypothesized that student performance in the IVR groups would be comparable to the cadaveric bone group. 50 first-year medical students met inclusion criteria and were computer randomized (1:1 ratio) to IVR and cadaveric bone group for upper limb skeletal anatomy education. Forty-six students attended the study, 21 completed the upper limb modules, and 19 completed the lower limb modules. Among all students, average score on the pre-intervention knowledge test was 14.6% (Standard Deviation (SD)=18.2%) and 25.0% (SD=17%) for upper and lower limbs, respectively. Percentage increase in students’ scores between pre-and post-intervention knowledge test, in the upper limb for IVR, was 15 % and 16.7% for cadaveric bones (p = 0. 2861), and for the lower limb score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.9356). In this non-inferiority crossover randomized controlled trial, we found no significant difference between student performance in knowledge tests after using IVR or cadaveric bones. Immersive virtual reality and cadaveric bones were equally effective in skeletal anatomy education. Going forward, with advances in VR technologies and anatomy applications, we can expect to see further improvements in the effectiveness of these technologies in anatomy and surgical education. These findings have implications for medical schools having challenges in acquiring cadavers and cadaveric parts

Quality Improvement (QI) is of increasing importance with its inclusion on training curricula and requirement for it in revalidation. Junior Doctors are a valuable, yet under utilised resource for NHS Trusts in patient safety/Quality Improvement activity. A Trainee led QI Academy, supported and administered by Medical Education was launched in our Trust. It offered education on Leadership and Management and support for projects from the Trust Service and Development teams. The QI Academy launch evening attracted over 60 Trainees and 17 QI projects were adopted. Subsequently a further 9 projects have been started and a number published in peer reviewed journals and presented internationally. The Academy was an attractive and supportive method of engaging new groups of doctors. QI is not as constrained as simple audit, and as such, engaging trainees has proven to be easier. Collaboration between a Core Faculty, Trainees and Trust Management ensured adequate and sustainable support for all projects, avoided duplication and fostered a closer relationship. We highly recommend Trust support of QI in junior doctors through Medical Education. Trusts benefit from improvements in patient care and quality whilst trainees learn valuable skills and benefit from presentations and publications

Resident involvement in the operating room is a vital component of their medical education. Conflicting and limited research exists regarding the effects of surgical resident participation on spine surgery patient outcomes. Our objective was to determine the effect of resident involvement on surgery duration, length of hospital stay and 30-day post-operative complication rates. This study was a multicenter retrospective analysis of the prospectively collected American College of Surgeons National Surgical Quality Improvement Program (ACS NSQIP) database. All anterior cervical or posterior lumbar fusion surgery patients were identified. Patients who had missing trainee involvement information, surgery for cancer, preoperative infection or dirty wound classification, spine fractures, traumatic spinal cord injury, intradural surgery, thoracic surgery and emergency surgery were excluded. Propensity score for risk of any complication was calculated to account for baseline characteristic differences between the attending alone and trainee present group. Multivariate logistic regression was used to investigate the impact of resident involvement on surgery duration, length of hospital stay and 30 day post-operative complication rates. 1441 patients met the inclusion criteria: 1142 patients had surgeries with an attending physician alone and 299 patients had surgeries with trainee involvement. After adjusting using the calculated propensity score, the multivariate analysis demonstrated that there was no significant difference in any complication rates between surgeries involving trainees compared to surgeries with attending surgeons alone. Surgery times were found to be significantly longer for surgeries involving trainees. To further explore this relationship, separate analyses were performed for tertile of predicted surgery duration, cervical or lumbar surgery, instrumentation, inpatient or outpatient surgery. The effect of trainee involvement on increasing surgery time remained significant for medium predicted surgery duration, longer predicted surgery duration, cervical surgery, lumbar surgery, lumbar fusion surgery and inpatient surgery. There were no significant differences reported for any other factors. After adjusting for confounding, we demonstrated in a national database that resident involvement in surgeries did not increase complication rates, length of hospital stay or surgical duration of more routine surgical cases. We found that resident involvement in surgical cases that were generally more complexed resulted in increased surgery time. Further study is required to determine the relationship between surgery complexity and the effect of resident involvement on surgery duration

The “Toddler Fracture” is an un-displaced oblique distal tibia fracture seen in children 9–36months of age presenting with refusal to walk, often after an unwitnessed or minor injury. Diagnosis is often made clinically, because initial x-rays are negative in up to 50% of patients, and then confirmed by the presence of periosteal reaction on follow up x-ray 7–10 days later. Point of Care Ultrasound (POCUS) has shown excellent ability to detect distal radius, clavicle and other extremity fractures and published case reports suggest that POCUS can also detect Toddler Fractures. The objective of this proof of concept study was to establish the feasibility and preliminary sensitivity and specificity of POCUS in the diagnosis of Toddler Fractures, and to characterize the POCUS findings in patients presenting with clinical Toddler Fractures. This was a prospective reviewer-blinded cross-sectional study of patients presenting to the emergency department of a paediatric tertiary care centre with presumed toddler fractures. All patients with suspected toddler fracture underwent lower limb x-ray. Those enrolled in the study also underwent POCUS of both lower extremities by a specialized provider. Treating clinicians were blinded to ultrasound results, and study sonographers were blinded to x-ray results. Study patients were then seen in paediatric orthopaedic follow up clinics 7–10 days later, and clinical assessment and follow up x-ray were performed as necessary to confirm diagnosis. Toddler Fracture was confirmed in 5 of 27 patients enrolled in the study. Preliminary results demonstrate that these POCUS findings were detected on the scan in all 5 confirmed toddler fractures. Three of these patients had an initial positive x-ray and 2 went on to have toddler fracture confirmed on follow up x-ray and orthopaedic assessment. POCUS findings consistent with a toddler fracture were found to be cortical disruption and periosteal hematoma. POCUS may be a useful adjunct to confirming a diagnosis of a toddler fracture when clinical suspicion is high and initial x-ray is negative. This pilot study provides positive impetus for further prospective study. The use of POCUS to confirm toddler fracture can decrease further radiation exposure to patients, allow early guidance to families on the management and expected recovery, and has potential to decrease burden on families and the healthcare system by potentially eliminating unnecessary follow-up appointments. Future study will help to better guide diagnostic and technical criteria, and provide guidance for appropriate medical education in this technique and interpretation

Despite the high prevalence of musculoskeletal disorders seen by primary care physicians, numerous studies have demonstrated deficiencies in the adequacy of musculoskeletal education at multiple stages of medical education. The aim of this study was to assess a newly developed undergraduate module in musculoskeletal medicine. Methods. A two-week module in musculoskeletal medicine was designed to cover common musculoskeletal disorders that are typically seen in primary care. A previously validated examination in musculoskeletal medicine was used to assess the cognitive knowledge of ninety-two students on completion of the module. A historical control group (seventy-two students) from a prior course was used for comparison. Results. The new module group (2009) performed significantly better than the historical (2006) control group in terms of score (62.3% versus 54.3%, respectively; p < 0.001) and pass rate (38.4% versus 12.5%, respectively; p = 0.0002). In a subgroup analysis of the new module group, students who enrolled in the graduate entry program (an accelerated four-year curriculum consisting of students who have already completed an undergraduate university degree) were more likely to perform better in terms of average score (72.2% versus 57%, respectively; p < 0.001) and pass rates (70.9% versus 21.4%, respectively; p < 0.001) compared with students who had enrolled via the traditional undergraduate route. In terms of satisfaction rates, the new module group reported a significantly higher satisfaction rate than that reported by the historical control group (63% versus 15%, respectively; p < 0.001). Conclusions. In conclusion, the musculoskeletal module described in this paper represents an educational advance at undergraduate level as demonstrated by the improvement in scores in a validated examination. As pressure on medical curricula grows to accommodate advancing medical knowledge, it is important to continue to improve, assess, and consolidate the position of musculoskeletal medicine in contemporary medical education

Simulated learning is increasingly prevalent in many surgical training programs as medical education moves towards competency based curricula. In orthopaedic surgery, developmental dysplasia of the hip is a commonly treated diagnosis where the standard of care in patients less than six months of age is an orthotic device such as the Pavlik Harness. However, despite widespread use of the Pavlik Harness and the potential complications that may arise from inappropriate application, no formal educational methods exist. A video and model based simulated learning module for Pavlik Harness application was developed. Two novice groups (residents and allied health professionals) were exposed to the module and at pre-intervention, post-intervention and retention testing were evaluated on their ability to apply a Pavlik Harness to the model. Evaluations were completed using a previously validated Objective Structured Assessment of Technical Skill (OSATS) and a Global Rating Scale (GRS) specific to Pavlik Harness application. A control group who did not undergo the module was also evaluated at two time points to determine if exposure to the Pavlik Harness alone would affect ability. All groups were compared to a group of clinical experts who were used as a competency benchmark. Statistical analysis of skill acquisition and retention was conducted using t-tests and ANOVA. Exposure to the learning module improved resident and allied health professionals' competency in applying a Pavlik Harness (p<0.05) to the level of expert clinicians and this level of competency was retained one month after exposure to the module. Control subjects who were not exposed to the module did not improve nor did they achieve competency. The simulated learning module has been shown to be an effective tool for teaching the application of a Pavlik Harness and learners demonstrated retainable skills post intervention. This learning module will form the cornerstone of formal teaching for Pavlik Harness application in developmental dysplasia of the hip

There has been considerable activity in the past year as a result of the Justice Department Investigation into the medical device industry. There has been an over reaction by many which may negatively impact future research, development and reporting of clinical outcomes. This paper will review some of these activities. A review of professional standards and guidelines has been conducted looking at health care compliance issues as they related to commercial relationships, professional medical societies, individual surgeons, and health care workers with specific focus on disclosure. Within any important issue, there are always aspects no one wishes to discuss: conflict of interest. Perception of a conflict of interest is often enough to bring about a review of activity. Overreaction has occurred as a result of government intervention into the medical device industry. Continuing medical education, professional societies by-laws, clinical/surgical publications, medical/legal exposure, product research, development and industry marketing activities have all been impacted. When professionals fail to provide a proper review process on standards and guidelines on ethical behavior they set themselves up for government oversight and restrictions on their behavior. Be informed and disclose. Know what, when and how to disclose. Protect yourself, no one else will

Milestone-based outcome oriented training is now an important framework for residency education and program accreditation. Analysing 18 months of Orthopaedic Surgery Patient Care Milestone real-time evaluations via a web platform in a single residency program demonstrated significant variability in the rate of assessment and competency level among Milestones. In 614 evaluations, there was a strong, positive linear relationship between postgraduate year and competency level. Chief residents achieved an average competency level of 4.0, the graduation target, as assessed by faculty in real-time. These data may inform ongoing discussions about potential revisions to the Orthopaedic Surgery Milestones, and highlight one potential model for improving resident feedback. The Accreditation Council for Graduate Medical Education (ACGME) now requires the biannual submission of a variety of Milestones by United States residency programs, as part of a move towards competency-based medical training. Our program developed a web-based platform to collect Milestone-based evaluations in real-time, in an effort to improve feedback and facilitate ACGME compliance. After 18 months of use, we assessed how frequently each Milestone is evaluated in real-time, as well as the distribution of competency levels by each Patient Care Milestone and postgraduate year (PGY). These results may inform on relative strengths and weaknesses of a program, or of particular Milestones. At a single academic orthopaedic residency program with 40 residents in total, the use of a web-based trainee-driven evaluation tool (eMTRCS – electronic Milestone Tracking and Competency System) was initiated in 2014. Residents initiate evaluation in real-time, triggering a digital Milestone-based evaluation by a particular faculty member. De-identified data from January 2014 to December 2015 was abstracted. Descriptive statistics on the distribution of evaluations submissions, type of Milestone, faculty evaluation levels, and resident PGY were calculated. As the data was ordinal with evidence of non-normality, nonparametric tests were utilised to analyse differences in the distribution, and assess correlation between planned outcome variables. A total of 614 evaluations were included in the analysis, for an average of 38.4 evaluations per Patient Care Milestone. There was a wide variability in the number of evaluations per Milestone, ranging from only four “Diabetic Foot” submissions to 75 submissions on “Hip and Knee Arthritis” (Figure 1). Faculty-scored competency also varied significantly among the Milestones (Figure 2, p = 0.009 by Kruskal-Wallis rank sum test). Higher levels of competency were seen as resident PGY progressed (mean = 2.1, 2.4, 3.1, 3.7, 4.0 for PGY1–5 respectively, p<0.001). Through 18 months of use and 614 real-time evaluations, a web-based system for assessing Milestone levels showed significant variability in the number of assessments and competency level among the Orthopaedic Surgery Patient Care Milestones. There are multiple possible explanations, ranging from resident and faculty confusion about the Milestones to a lack of clinical volume in specific areas. In contrast to the inter-Milestone variability in assessments and competency levels, the strong stepwise relationship between advancing PGY and increasing levels of competency does provide evidence of validity for Milestone-based evaluations. Graduating residents in this program achieved, on average, the graduation target competency level as assessed by faculty in real-time

Quality assurance for training in trauma and orthopaedics was provided by the JCHST through the SAC for Trauma and Orthopaedics. To date there have been written SAC standards; some are compulsory and others advisory and will generate requirements or recommendations to change if unmet on inspection. There has been a major change in the way postgraduate training is monitored and quality assured, with the formation of the PMETB, which now has the combined responsibility for all postgraduate training. The aims and objectives of our study were to measure the effectiveness of the current quality assurance system for training in Trauma and Orthopaedics, and to determine the reduction in the number of unmet compulsory standards at the end of the visits process and how effectively these requirements were implemented. We also identified the deficiencies in each component of training and determined the current general profile of the quality of training in Trauma and Orthopaedics. The inspection visits, progress and revisit reports were collected from training regions that were visited after the standards were implemented. In 109 units, in the 3 years studied, the inspection process reduced the overall unmet standards from a mean of 14.8% (10.3-19.2%) to 8.9% (6.5%-12.7%). The number of unmet requirement per unit fell from 4.6 to 2.8 (p<0.05). 27% of units did not improve. Overall 15% of standards were deficient, least in Scottish units and most in Irish units. Currently registrars do 1.4 trauma lists, 2.8 elective lists, 1.3 fracture clinics and 2.1 elective clinics per week. This is the first multi-regional study of a national accreditation process. Quality assurance requires standards setting and rectification. These findings are important for the imminent restructuring by the Postgraduate Medical Education Board

The Accreditation Council of Graduate Medical Education (ACGME) has formalized a limit of 16 consecutive duty hours for first year and 20 hours for intermediate level trainees, while maintaining a maximum of 80 duty hours per week despite social pressure to further reduce this limit. Deterioration in cognitive and technical performance secondary to fatigue is the basis for the 16 hour rule, along with the notion that “strategic napping” be strongly encouraged for trainees that must remain for longer shifts. For more senior trainees, graduated independence and responsibility are recognized as important to prepare for the independent practice of medicine. Yet, a reduction of nearly 7000 hours, or the equivalent of 2 years of surgical education and experience, results from the 80-hour duty limitation compared to surgical training of two decades ago. The contention is that duty hours must be constrained to optimize patient safety and the learning environment, but it is unclear whether mastery of the necessary cognitive and technical competencies can be achieved in such a constricted time period. Another worrisome by-product of legislated duty hour limitations is the unintended encouragement of a “shift worker” mentality and erosion of the ethos of professionalism among trainees. Effective mentoring takes on critical importance in this challenging environment, yet productive mentoring may be counter to learned adaptive behaviours and instinctive personality traits of some accomplished surgeon educators. Fostering effective mentors in academic surgery requires us to develop behaviors that are conducive to the mentoring process. As our trainees struggle to achieve mastery of a surgical discipline within a prescribed and constricted time period, we must consider a competency-based system of surgical education rather than one that is time-defined. Likewise, the personal and professional growth of our trainees in this system, as well as the succession planning for our specialty, are dependent upon the creation of an environment conducive to effective mentoring in academic orthopaedics

Introduction: In August 2007, the Department of Health initiative Modernising Medical Careers was implemented. This was a system of reform and development in postgraduate medical education and training. In preparation for the changes, the SAC for T& O outlined a new curriculum. The emphasis of early training, StR years 1 and 2, was to be trauma. We aim to identify how effectively the SAC proposals are being applied, and what difference this makes to the trainees’ operative experience? Furthermore, how do the new posts compare to the historic SHO models?. Methods: A survey carried out by BOTA allowed us to assess post compliance with the SAC recommendations. A compliant job was defined as trauma based for 50% or more of working time. Consent was obtained to evaluate the eLogbooks of trainees in compliant and non-compliant jobs, along with registrars who had previously held traditional SHO grade posts. Overall operative experience over a specified 4 month time period was examined, with focus on routine trauma procedures. Results: The results of the BOTA and SAC survey revealed that 45% of the new orthopaedic posts were compliant with curriculum guidelines. The eLogbooks of 92 individuals were analysed; 28 historical posts, 34 compliant and 30 non-compliant. The mean total number of recorded entries by trainees in the 4 month period was 73.2 in the historic group, 90.5 in the compliant and 87.3 in the non-compliant job group. The corresponding numbers of trauma operations were 35.7, 48.4 and 41.5. Conclusions: Operative experience has improved since the introduction of the new curriculum. The new posts are offering more operative and in particular trauma exposure than traditional SHO jobs. If jobs can be restructured such that they all comply with the SAC, educational opportunities in the early years will be maximised

Introduction:. Repair of the arthrotomy is a performed at the end of every total knee arthroplasty (TKA). After the arthrotomy is performed, most surgeons attempt to close the arthrotomy with the medial and lateral edges anatomically approximated. If no landmarks are made prior to performing the arthrotomy however, there is a risk that anatomic approximation may not be obtained. This study looked into the biomechanical changes in stiffness of the knee before and after a medial parapatellar approach repaired with an anatomic, and shifted capsular repair with the medial side of the arthrotomy shifted up or down when repaired to determine if capsular closure may have an effect on the stiffness of the joint. Methods:. Fourteen cadaveric TKA specimens were retrieved through the Medical Education and Research Institute (Memphis TN). For each specimen tested, the skin and muscle tissue was removed, and the femur and tibia were cut transversely 180 mm from the joint center. Specimens were fixed in extension in a custom knee testing platform (Little Rock AR) and subjected to a 10 Nm varus and valgus torque and a 1.5 Nm internal and external rotational torque. The angle at which these moments occurred was recorded, and each test was repeated for 0, 30, 60, and 90 degrees of flexion. After tests were performed on retrieved TKA specimens, a fellowship trained orthopedic surgeon vented the knee capsule by making an incision with a number 10 scalpel blade in a horizontal nature to provide a landmark for anatomic reapproximation. Tests were repeated as before, after which the surgeon performed a standard arthrotomy and repaired it using #0 suture and a neutral alignment. Sutures were cut and the repair was repeated using upward 5 mm shift and downward 5 mm shift of the medial side of the arthrotomy during the repair. All tests were repeated after each repair technique. Any increase or decrease in laxity after capsule repair was referenced to the TKA laxity tested prior to an arthrotomy being performed. Results:. Simply venting the capsule did increase laxity of the TKA in midflexion to varus torque by 3 degrees under the same torque. Otherwise, when the medial limb of the arthrotomy was shifted up during closure by 5 mm, the knee joint tended to be stiffer in flexion compared to the neutral repair measurements under varus torque, while it was closer to the measurements of the neutral or anatomic closure when the medial limb was shifted down during closure. These changes seemed to be seen in flexion more than full extension. Discussion and Conclusion:. Small changes were measured in the stiffness of the joint after venting the capsule and under different degrees of non-anatomic closure. The results stress the fact that the capsule can be measurably tightened during arthrotomy repair and may impact post-operative rehabilitation or range of motion

Purpose. To describe the implication of Family Physicians (FPs) in the management of osteoporosis revealed by a fragility fracture. Method. The impact and costs of fractures is straining the health system. A better collaboration between specialists and FPs should improve the evaluation and treatment of affected patients. Since January 2007, the OPTIMUS initiative is an attempt to reach that objective in the Estrie area of the Province of Quc. With OPTIMUS, rates of appropriate treatment of osteoporosis at one year in previously untreated patients more than double (53% vs 20%). In OPTIMUS, FPs remain responsible for investigation and treatment of their patients after identification of a bone fragility fracture. A coordinator based in orthopaedists outpatient clinics identifies fragility fractures in patients older than 50 y.o., informs them about bone fragility and its link to osteoporosis, and spurs them to contact their FPs to get treated; the importance of persistence on treatment is reinforced during phone follow ups. Initially and when patients remain untreated upon follow up, the coordinator sends a letter to the patients FP about the occurrence of the fracture, its predictive value for future fractures, and the need for investigation and treatment. This represents a personalized form of continuous medical education for FPs, in the hope that FPs become leaders in the prevention of fragility fractures. To evaluate the perception of FPs about OPTIMUS, we performed a mail survey targeting FPs reached at least once by OPTIMUS. Results. The survey was sent to a total of 212 FPs. One hundred and nine (51.4%) answered. Of these, 97 (89%) agreed that a fragility fracture is an indication for treatment of osteoporosis; 56 (51%) agreed that OPTIMUS had helped them take charge of osteoporosis; and 105 (96.3%) were Satisfied or Very Satisfied of the OPTIMUS initiative. Conclusion. Because of this high level of acceptance, we propose to put into place a more elaborate intervention including a fall prevention program that will be managed by nurse coordinators in 16 FP Groups (GMF); these 16 Groups include 178 of the 360 FPs of the area. The FPs practicing in GMF are also involved in teaching to colleagues, residents and medical students; we expect an exponential effect on the practice of FPs over the years. We believe this enhanced intervention will improve the quality of life and autonomy of the patients while decreasing their rate of fractures

Surgeons acquire knowledge from a variety of sources that include textbooks, journals, the attendance at scientific meetings and workshops, from the internet, from continuing medical education (CME) programs and from informal corridor discussions with colleagues. Surgeons also rely heavily on the information that is provided by the manufacturers and distributors of implantable surgical devices. Advertisements in journals and on the internet are frequently published for surgical products where there are claims by manufacturers of clinical and scientific fact. Also it is the case that the pictorial (photographic) content of these advertisements can be of a nature that might lead the reasonable observer into error. Patients and their Surgeons, both as consumers, will frequently rely heavily on the available information when exercising choice. In the event it is particularly important that manufacturers avoid the publication of promotional information that might be misleading or deceptive, as consumers can be greatly influenced by marketing material and by the representations made. Though the manufacturers of drugs have frequently been accused of misleading consumers, the claims made by surgical device manufacturers have escaped any more than minor criticism. The author discusses the question of what might or might not be misleading or deceptive conduct. Evidence is presented to support the view that there is a very fine line that separates puffery from conduct where there is a real or not too remote chance that might lead another into error. The Australian law of misrepresentation is complicated and includes two sources of law. These are the general law which is an amalgam of general law and equity rules and the Trade Practices Act s52 which is mirrored in the Fair Trading Acts of each State and Territory. The author reviews this law as it effects the medical devices industry. It is evident that there are lessons to be learned that include the need for greater diligence by surgical implant manufacturers when substantiating their claims and greater vigilance among members of the medical profession, and other consumers, when exposed to promotional material

Introduction:. Soft tissue balancing is a part of every total knee arthroplasty (TKA) surgery. Traditionally, balancing the varus knee has been approached by releasing portions of the medial soft tissue sleeve in a sub-periosteal nature off of the proximal tibia, but this may lead to undue laxity or residual pain about the area the release was performed. More recently, “pie crusting” of the medial soft tissue sleeve has been used to balance the varus knee without compromising the structural integrity of the ligament. This technique may provide advantages over a sub-periosteal release by targeting only medial tight bands that can be palpated with the capsule distracted in 90 degrees of flexion and full extension. This study aims to biomechanically validate the pie crusting technique of the medial soft tissue sleeve and compare the results to those of standard medial releases that have been previously reported. Methods. Six cadaveric TKA specimens were retrieved through the Medical Education and Research Institute (Memphis TN). For each specimen tested, the skin and muscle tissue was removed, and the femur and tibia were cut transversely 180 mm from the joint center. Specimens were fixed in extension in a custom knee testing platform (Little Rock AR) and subjected to a 10 Nm varus and valgus torque. The angle at which these moments occurred was recorded, and each test was repeated for 0, 30, 60, and 90 degrees of flexion. After tests were performed on TKA specimens, a fellowship trained orthopedic surgeon performed “pie crusting,” making alternating stab patterns with a number 11 scalpel blade along the anterior half of the superficial medial collateral ligament (SMCL) or posterior half of the SMCL including the posterior oblique ligament (POL). Three specimens had the anterior capsule pie crusted first and three had the posterior pie crusting performed first, followed by complete pie crusting. After two stages of pie crusting, the medial soft tissue sleeve was released off of the proximal tibia in a sub-periosteal fashion for comparison. Laxity was defined as the angles at which valgus torque equaled 10 Nm. Any increase or decrease in laxity was referenced to the normal TKA laxity. Results:. In full extension, average laxity using complete pie crusting and complete standard ligament release were similar in all flexion angles tested. Pie crusting the anterior half of the medial capsular structures resulted in increased valgus laxity of 3.9 ± 1.6 degrees in 90 degrees of flexion compared to 0.2 ± 2 degrees in full extension. After posterior pie crusting of the medial capsular structures, valgus laxity increased in full extension by 1.8 ± 0.9 degrees with little difference in 90 degrees of flexion. Discussion:. A standard medial collateral ligament release did not cause significantly greater overall valgus laxity compared to pie crusting at any of the flexion angles tested. As previously reported, the anterior half of the SMCL affected laxity in flexion, while the posterior SMCL and POL affected laxity in extension. This knowledge could enable surgeons to make more informed choices when deciding which TKA laxity balancing techniques to use