Surgical education of fracture fixation biomechanics relies mainly on simplified illustrations to distill the essence of the underlying principles. These mostly consist of textbook drawings or hands-on exercises during courses, both with unique advantages such as broad availability and haptics, respectively. Computer simulations are suited to bridge these two approaches; however, the validity of such simulations must be guaranteed to teach the correct aspects. Therefore, the aim of this study was to validate finite element (FE) simulations of bone-plate constructs to be used in surgical education in terms of fracture gap movement and implant surface strain. The validation procedure was conducted in a systematic and hierarchical manner with increasing complexity. First, the material properties of the isolated implant components were determined via four-point bending of the plate and three-point bending of the screw. Second, stiffness of the screw-plate interface was evaluated by means of cantilever bending to determine the properties of the locking mechanism. Third, implant surface strain and fracture gap motion were measured by testing various configurations of entire fixation constructs on artificial bone (Canevasit) in axial compression. The determined properties of the materials and interfaces assessed in these experiments were then implemented into FE models of entire fixation constructs with different fracture width and screw configurations. The FE-predicted implant surface strains and fracture gap motions were compared with the experimental results. The simulated results of the different construct configurations correlated strongly with the experimentally measured fracture gap motions (R. 2. >0.99) and plate surface strains (R. 2. >0.95). In a systematic approach, FE model validation was achieved successfully in terms of fracture gap motion and implant deformation, confirming trustworthiness for surgical education. These validated models are used in a novel online education tool OSapp (. https://osapp.ch/. ) to illustrate and explain the biomechanical principles of fracture fixations in an interactive manner

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

Musculoskeletal (MSK) disorders continue to be a major cause of pain and disability worldwide. The mission statement of the Canadian Orthopaedic Association (COA) is to “promote excellence in orthopaedic and musculoskeletal health for Canadians,” and orthopaedic surgeons serve as leaders in addressing and improving musculoskeletal health. However, patients with MSK complaints most commonly present first to a primary care physician. According to a survey of family physicians in British Columbia, 13.7-27.8% of patients present with a chief complaint that is MSK-related (Pinney et Regan, 2001). Therefore, providing excellent MSK care to Canadians requires that all physicians, especially those involved in primary care, be adequately trained to diagnose and treat common MSK conditions. To date, there has been no assessment of the total mandatory MSK training Canadian family medicine residents receive. It is also unclear, despite the prevalence of MSK complaints among Canadian patients, if current family physicians are competent or confident in their ability to provide fundamental MSK care. The purpose of this study is to determine the amount of mandatory MSK training Canadian family medicine residents are currently receiving. Web-based research was used to determine how many weeks of mandatory MSK training was incorporated into current Canadian family medicine residency training programs. This information was gathered from either the Canadian Resident Matching Service website (carms.ca) or the residency program's individual website. If this information was not available on a program's website, a program administrator was contacted via email in order to ascertain this information directly. MSK training was considered to be any rotation in orthopaedic surgery, spine surgery, sports medicine, or physiatry. 156 Canadian family medicine residency training sites were identified. Information pertaining to mandatory MSK education was collected for 150 sites (95.5%). Of the 150 training sites, 102(68 %) did not incorporate any mandatory MSK training into their curriculum. Of the 48 programs that did, the average number of weeks of MSK training was 3.37 weeks. 32/48 programs (66.7%) included 4 weeks of MSK training, which represents 3.8% of a 2-year training program. Current Canadian family medicine residents are not receiving sufficient musculoskeletal training when compared to the overall frequency of musculoskeletal presentations in the primary care setting. Understanding current family medicine physicians’ surveyed confidence and measured competence with respect to diagnosing and treating common musculoskeletal disorders could also prove helpful in demonstrating the need for increased musculoskeletal education. Future orthopaedic initiatives could help enhance family medicine MSK training

Background. Advice and education are considered vital components of back pain care within national guidelines. However, a recent systematic review only found low grade evidence for a small average effect. They also reported wide heterogeneity in intervention design and delivery. This review aimed to understand why intervention design varied and what limited effectiveness by examining the underlying theoretical foundations of the studies from that review. Method. Population, context, selection criteria, intervention(s), control, outcome measures, how the intervention was hypothesised to produce outcomes and author recommendations based on results of the study were extracted from text records. The extent to which the advice included matched a published international consensus statement on evidence-based advice for back pain was recorded. Whether interventions or settings were complex was determined using the Medical Research Council complex intervention development and evaluation guidance and the extent to which they met complexity reporting criteria was recorded. Results. The review included 26 trials conducted over 25 years. Differences In causal pathways could explain diversity in intervention design but these were not clearly described or evaluated. All studies were complex in terms of intervention and setting. This was rarely considered in intervention and trial design or when discussing the results. Although interventions were frequently described in detail only a few explained the process and justification of the design. Theories of education or behaviour change were rarely applied. Conclusion. These studies have not deepened our understanding of how education improves outcomes. Future RCTs should engage more with theory and other theory-based research methods should to be considered. Conflict of interest: No conflicts of interest. Sources of funding: No funding

While surgeon-industry relationships in orthopaedics have a critical role in advancing techniques and patient outcomes, they also present the potential for conflict of interest (COI) and increased risk of bias in surgical education. Consequently, robust processes of disclosure and mitigation of potential COI have been adopted across educational institutions, professional societies, and specialty journals. The past years have seen marked growth in the use of online video-based surgical education platforms that are commonly used by both trainees and practicing surgeons. However, it is unclear to what extent the same COI disclosure and mitigation principles are adhered to on these platforms. Thus, the purpose of the present study was to evaluate the frequency and adequacy of potential COI disclosure on orthopaedic online video-based educational platforms. We retrospectively reviewed videos from a single, publicly-accessible online peer-to-peer orthopaedic educational video platform (VuMedi) that is used as an educational resource by a large number of orthopaedic trainees across North America. The 25 highest-viewed videos were identified for each of 6 subspecialty areas (hip reconstruction, knee reconstruction, shoulder/elbow, foot and ankle, spine and sports). A standardized case report form was developed based on the COI disclosure guidelines of the American Academy of Orthopaedic Surgery (AAOS) and the Journal of Bone and Joint Surgery. Two reviewers watched and assessed each video for presentation of any identifiable commercial products or brand names, disclosure of funding source for video, and presenter's potential conflict of interest. Additionally, presenter disclosures were cross-referenced against commercial relationships reported in the AAOS disclosure database to determine adequacy of disclosure. Any discrepancies between reviewers were resolved by consensus wherever possible, or with adjudication by a third reviewer when necessary. Out of 150 reviewed videos, only 37 (25%) included a disclosure statement of any kind. Sixty-nine (46%) videos involved the presentation of a readily identifiable commercial orthopaedic device, implant or brand. Despite this, only 13 of these (19%) included a disclosure of any kind, and only 8 were considered adequate when compared to the presenter's disclosures in the AAOS database. In contrast, 83% of the presenters of the videos included in this study reported one or more commercial relationships in the AAOS disclosure database. Videos of presentations given at conferences and/or academic meetings had significantly greater rates of disclosure as compared to those that were not (41% vs 14%; p=0.004). Similarly, disclosures associated with conference/meeting presentations had significantly greater rates of adequacy (21% vs 7%; p=0.018). Even so, less than half of the educational videos originating from a conference or meeting included a disclosure of any kind, and only about half of these were deemed adequate. No differences were seen in the rate of disclosures between orthopaedic subspecialties (p=0.791). Online orthopaedic educational videos commonly involve presentation of specific, identifiable commercial products and brands, and the large majority of presenters have existing financial relationships with potential for conflict of interest. Despite this, the overall rate of disclosure of potential conflict of interest in these educational videos is low, and many of these disclosures are incomplete or inadequate. Further work is needed to better understand the impact of this low rate of disclosure on orthopaedic education both in-training and in practice

Background. The COVID-19 pandemic caused an abrupt disruption in fellowship training, with most in-person teaching ceasing in mid-March 2020. An online lecture series was quickly initiated named the Fellows Online COVID-19 AAHKS Learning (FOCAL) initiative. This study will summarize the results of that initiative. Methods. Beginning March 31, 2020, an online teaching program was initiated. Adult reconstruction fellows and senior residents with interest in adult reconstruction were invited to participate in the free, live, online education sessions. Faculty from well-respected training institutions from around the country volunteered their time to host the initiative, choosing topics to present, ranging from hip (13 lectures) and knee (9), to practice management/miscellaneous (12). All sessions were recorded and posted on the society website for viewing. Attendee registrations were tracked via the online platform and the maximum number of attendees per session was recorded. A survey was administered to attendees for feedback. Results. Thirty-four one-hour virtual lectures were delivered in real-time by 79 different faculty members from 20 different institutions. A total of 4746 registrations for the 34 lectures were received, with 2768 registrants (58%) attending. The average attendance was 81 viewers per session (range: 21–143), with attendance peaking mid-April 2020, and a gradual decline was observed as the ban on elective surgery was lifted in May 2020. A survey administered to residents and fellows showed that 93/109 (85%) watched recorded sessions, ranging from 1–3 sessions viewed (32%), 4–6 (24%), 7–9 (12%), 10–12 (7%), 13 or more (9%). 90% of attendees responded that they wanted the lectures to continue after the pandemic ends. Conclusion. Amid a pandemic with cessation of in-person training, US adult reconstruction faculty delivered a robust virtual training alternative, exposing fellows to a variety of renowned faculty and topics. Attendance and satisfaction with the program were very high. This initiative may lead to future opportunities in virtual fellowship education

Aging of Population – Baby Boomers, Millennials, Generation X. Burden of TJR in USA – Estimated ∼ 4 million US adults currently live with TKR (4.2% of the population aged 50 or older) – Females (4.8%); Males (3.4%). Prevalence increased with increasing age. Estimated lifetime risk of primary TKR – 7.0% for males, 9.5% for females. Changes in Resident Education – Resident Work Hour Restrictions. Changes in Fellowship Education – Presumed shortage of fellowship trained arthroplasty surgeons, BWH Data. Changes in Healthcare Paradigm – Hospital – Margin/Mission, Efficiency, Contribution Margin, Ambulatory Centers. Academic/Community Practice – Revenue Driven, Diminished Education/Research Incentive. Arthroplasty Education – Time Restraints, Surgical Volume, Exposure to Options – CR/CS TKR, Revision TKR/THR, Femoral Cementing in THR. “Mind's EYE”. CME Training/Evidence-Based Medicine. Learn Basic Principles of Arthroplasty. “Be Neither the First nor Last to Embrace a New Technology”. “Always Act in the Best Interests of Your Patient”

Aims. The COVID-19 pandemic has had a significant impact on the provision of orthopaedic care across the UK. During the pandemic orthopaedic specialist registrars were redeployed to “frontline” specialties occupying non-surgical roles. The impact of the COVID-19 pandemic on orthopaedic training in the UK is unknown. This paper sought to examine the role of orthopaedic trainees during the COVID-19 and the impact of COVID-19 pandemic on postgraduate orthopaedic education. Methods. A 42-point questionnaire was designed, validated, and disseminated via e-mail and an instant-messaging platform. Results. A total of 101 orthopaedic trainees, representing the four nations (Wales, England, Scotland, and Northern Ireland), completed the questionnaire. Overall, 23.1% (23/101) of trainees were redeployed to non-surgical roles. Of these, 73% (17/23) were redeployed to intensive treatment units (ITUs), 13% (3/23) to A/E, and 13%(3/23%) to general medicine. Of the trainees redeployed to ITU 100%, (17/17) received formal induction. Non-deployed or returning trainees had a significant reduction in sessions. In total, 42.9% (42/101) % of trainees were not timetabled into fracture clinic, 53% (53/101) of trainees had one allocated theatre list per week, and 63.8%(64/101) of trainees did not feel they obtained enough experience in the attached subspecialty and preferred repeating this. Overall, 93% (93/101) of respondents attended at least one weekly online webinar, with 79% (79/101) of trainees rating these as useful or very useful, while 95% (95/101) trainees attended online deanery teaching which was rated as more useful than online webinars (p = 0.005). Conclusion. Orthopaedic specialist trainees occupied an important role during the COVID-19 pandemic. COVID-19 has had a significant impact on orthopaedic training. It is imperative this is properly understood to ensure orthopaedic specialist trainees achieve competencies set out in the training curriculum. Cite this article: Bone Joint Open 2020;1-11:676–682

Purpose:. Total knee and hip arthroplasty is a commonly performed surgical procedure. As the population ages the numbers of these procedures are predicted to increase. Maximizing patient outcomes and decreasing healthcare delivery costs will be essential to creating a higher value U.S. healthcare system. The purpose of our study was to analyze the effect of a multidisciplinary preoperative education program (Joint Academy) on various outcomes that effect overall cost of primary hip and knee arthroplasty. Methods:. A retrospective review of 904 patients' charts that underwent primary total hip and knee arthroplasty from October 1, 2010 to September 31, 2011 at a single institution was performed. We then compared 102 patients who did not have preoperative education to 802 patients who did have preoperative education through the Joint Academy (JA). We looked at patient length of stay (LOS), discharge disposition, and internal hospital cost. Linear regression was performed on all data to look for statistical significance. Results:. We found that those patients that participated in JA had a length of stay that was 2.12 days less than those that did not participate in the Joint Academy. We also found that in the JA group, patients were 62% more likely to be discharged to home versus patients in the non-JA group. We also found that the JA group had lower internal hospital costs; with the JA group on average costing $1,493 less than the non-JA group. All referenced findings were statistically significant. Conclusion:. When looking at future global or episodic payment plans in the future all costs of care delivery will be scrutinized. To our knowledge internal hospital costs have not been evaluated in any other studies in regards to preoperative patient education. The decrease in variable costs seen at our institution with JA patients may help justify the benefit of allocating resources to preoperative patient education programs and in turn decrease the overall cost of hip and knee arthroplasty. Significance: The Joint Academy decreased patient length of stay, improved their chances of discharge to home, and decreased internal hospital costs. Multidisciplinary preoperative patient education may provide a cost efficient means to reduce overall healthcare cost and improve a patient's ability to return home more quickly

Aims. Psychoeducative prehabilitation to optimize surgical outcomes is relatively novel in spinal fusion surgery and, like most rehabilitation treatments, they are rarely well specified. Spinal fusion patients experience anxieties perioperatively about pain and immobility, which might prolong hospital length of stay (LOS). The aim of this prospective cohort study was to determine if a Preoperative Spinal Education (POSE) programme, specified using the Rehabilitation Treatment Specification System (RTSS) and designed to normalize expectations and reduce anxieties, was safe and reduced LOS. Methods. POSE was offered to 150 prospective patients over ten months (December 2018 to November 2019) Some chose to attend (Attend-POSE) and some did not attend (DNA-POSE). A third independent retrospective group of 150 patients (mean age 57.9 years (SD 14.8), 50.6% female) received surgery prior to POSE (pre-POSE). POSE consisted of an in-person 60-minute education with accompanying literature, specified using the RTSS as psychoeducative treatment components designed to optimize cognitive/affective representations of thoughts/feelings, and normalize anxieties about surgery and its aftermath. Across-group age, sex, median LOS, perioperative complications, and readmission rates were assessed using appropriate statistical tests. Results. In all, 65 (43%) patients (mean age 57.4 years (SD 18.2), 58.8% female) comprised the Attend-POSE, and 85 (57%) DNA-POSE (mean age 54.9 years (SD 15.8), 65.8% female). There were no significant between-group differences in age, sex, surgery type, complications, or readmission rates. Median LOS was statistically different across Pre-POSE (5 days ((interquartile range (IQR) 3 to 7)), Attend-POSE (3 (2 to 5)), and DNA-POSE (4 (3 to 7)), (p = 0.014). Pairwise comparisons showed statistically significant differences between Pre-POSE and Attend-POSE LOS (p = 0.011), but not between any other group comparison. In the Attend-POSE group, there was significant change toward greater surgical preparation, procedural familiarity, and less anxiety. Conclusion. POSE was associated with a significant reduction in LOS for patients undergoing spinal fusion surgery. Patients reported being better prepared for, more familiar, and less anxious about their surgery. POSE did not affect complication or readmission rates, meaning its inclusion was safe. However, uptake (43%) was disappointing and future work should explore potential barriers and challenges to attending POSE. Cite this article: Bone Jt Open 2022;3(2):135–144

Purpose of the study. The purpose of this project was to evaluate whether OHEIs could facilitate student physiotherapy placement training in their educational outpatient clinics. Background. The National Health Service (NHS) is actively promoting Allied Health Professionals (AHPs) to have a greater role in supporting healthcare delivery. There are challenges to increasing AHP numbers and one of these is providing enough student training placements to meet demand. Methods. This evaluation used quantitative and qualitative methods. The OHEI clinical tutors and students collected activity data Anonymised questionnaires for physiotherapy students examining expectation were completed online before placement and an experience questionnaire after placement. Interviews and focus groups were conducted to investigate the experiences of stakeholders involved in the project. This included physiotherapy and osteopathy students, clinic tutors, and placement coordinators in OHEIs and physiotherapy HEIs. Results. Four universities with physiotherapy courses participated, and 37 students in 2 cohorts completed either five- or six-week placements at three OHEI clinics between April and August 2021. Cohort 1 expressed uncertainties about roles and integration in clinic and with patients. Concerns were addressed for Cohort 2 and physiotherapy student learning experiences were much better with 83% of physiotherapy students satisfied or very satisfied with their placement. Conclusion. The placement of physiotherapists in OHEI clinics is feasible. Careful expectation management is essential. Future sustainability is dependent upon managing costs to the OHEIs as it is unlikely placements will generate income. The learning environment could be made more reciprocal with time and experience leading to better understanding of the different professions and enhanced multidisciplinary working. Conflicts of interest: Dawn Carnes and Carol Fawkes are both trained osteopaths. Sources of funding: Health Education England grant to the Institute of Osteopathy (the professional association for UK osteopaths)

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

Introduction. Pre-operative patient education prior to hip and knee arthroplasty is thought to be beneficial for patients in general, although the clinical effect is unproven. Pre-operative education is now standard practice in many orthopaedic units, including our own. Anecdotally, we found patients in the private sector to be more satisfied with their education than those in the public sector, despite very similar education programs. We set out to investigate this observation and establish whether there were differences in the perception of educational quality between these groups. Methods. After appropriate power calculation, 60 patients in each group (120 total) were interviewed after hip or knee arthroplasty. Satisfaction with education was assessed on a simple 5 point scale and demographic data including internet access was obtained, as well as Short-Form 12 (SF-12) data to establish physical and mental function. The education program in each group was similar, with written material provided and verbal education given at a single pre-operative session. This included specialist nursing and physiotherapy input. Results were analysed with the chi2 test, Mann-Whitney U test and logistic regression as appropriate, with significance at P<0.05. Results. Overall, there was a high level of satisfaction in both groups but patients in the private sector were significantly more satisfied with their pre-operative education. Significant differences were identified between the groups in provision of written information, provision of internet resources, access to the internet, attendance at education sessions and the mental component score of the SF-12. Logistic regression modelling showed that factors influencing satisfaction rates were interdependent. The relationship between lower SF-12 mental component scores and lower satisfaction rates was linear. Conclusion. Private patients are more satisfied with their pre-operative education than public patients, a disparity which may be due to several demographic and educational factors including lower SF-12 mental component scores. The relationships between these factors are complex and not independent. Satisfaction in the public sector may be improved by improving attendance rates at education sessions. However, public patients may not benefit from advances in education that rely on internet access or computer use. Although the use of the internet and computers in general is gaining support, it may not be as beneficial to patients in the public sector as the private sector. This has implications for service provision and planning in arthroplasty units

Introduction: Patient education and informed consent are areas of clinical practice that are taking an ever-increasing proportion of a surgeon’s time and effort. The expectation is that this trend will continue, as medical malpractice litigation becomes more commonplace. Patients are also requiring increased access to medical information to help facilitate decisions about their healthcare. With the increasing use of computers and improvements in technology modules to aid patients’ understanding have become available and may prove useful in patient education. Method: A computer-based multimedia module of total hip replacement (THR) has been developed. These involve three-dimensional (3D), animated computer graphics with text and spoken word. A questionnaire based on educational models was designed to test ease of use and patients’ comprehension after viewing the module. Results: A pilot study involved 20 patients each awaiting elective surgery for THR. The results showed a good comprehension and understanding of the nature of the surgery and the possible complications. Conclusions: We have shown that a 3D-multimedia patient education module improved patients’ understanding of THR surgery and its possible complications. The use of 3D multimedia modules has the potential to save the surgeon time whilst ensuring that his/her patients have given informed consent to their forthcoming surgery. It is hoped that better-informed consent may equate to a reduction in medical malpractice activity and thus insurance premiums

Current fracture-clinic models, especially in the advent of reductions in junior doctors hours, may limit outpatient trainee education and patient care. We designed a new model of fracture-clinic, involving an initial consultant led case review focused on patient management and trainee education. Outcomes for all new patients attending the redesigned fracture-clinic over a 3-week period in 2010 were compared with the traditional clinic in the same period in 2009. Health professionals completed a Likert questionnaire assessing their perceptions of education, support, standards of patient care and morale before and after the clinic redesign. 309 and 240 patients attended the clinics in 2009 and 2010 respectively. There was an increase in consultant input into patient management after the redesign (29% versus 84%, p<0.0001), while the proportion of patients requiring physical review by a consultant fell (32% versus 9%). The percentage of new patients discharged by junior medical staff increased (17% versus 25%) with a reciprocal fall in return appointments (55% versus 40%, p<0.0005). Overall, return appointment rates fell significantly (55% versus 40%, p=0.013). Staff perception of education and senior support improved from 2 to 5, morale and overall perception of patient care from 4 to 5. Our model of fracture-clinic redesign has significantly enhanced consultant input into patient care without additional funding. In addition, we have demonstrated increased service efficiency and significant improvements in staff support, morale and education. In the face of current economic and training challenges, we recommend this new model as a tool for enhancing patient and trainee experiences

Objective: Dislocation is a well known complication after total hip arthroplasty (THA), and the second cause of revision surgery. Our objective was to assess the effect of a pre-operative patient education session on the occurrence of hip dislocation within 6 months after primary THA. Methods: Between 1998 and 2007 we conducted a prospective cohort study at the University Hospital Department of Orthopaedic Surgery including all primary THAs performed via a transgluteal approach and with use of a 28mm diameter head. The preoperative education session was introduced in June 2002 and included advice on muscle strengthening exercises and postoperative restrictions of range of motion as means of preventing dislocation. Main outcome was the incidence of dislocation within 6 months of surgery. The following potentially confounding factors were assessed: age, sex, body mass index, number of co-morbidities, presence of a neurological disorder, history of alcohol abuse, American Society of Anaesthesiologists (ASA) score, diagnosis (primary or secondary osteoarthritis), previous surgery of the hip, surgeon experience, preoperative functional status, pain level, and motion (Harris Hip Score), preoperative general health status (SF-12), and private or public health care insurance (as proxy for socioeconomic status). Multivariable logistic regression was used for adjustment. Results: 597 patients who underwent 656 THAs between June 2002 and June 2007 participated in the education session, while 1641 patients who underwent 1945 procedures did not. Forty-six dislocations occurred over the study period, 5 (0.8%) in participants and 41 (2.1%) in non-participants (risk difference 1.3%; 95% CI 0.4; 2.3), with the time interval between surgery and dislocation being significantly shorter among participants (0.2 vs. 1.2 months, p=0.016). Preoperative counselling of 77 patients allowed for preventing one dislocation (number needed to treat). Non-participants had a 2.8 times higher risk of dislocation than participants (unadjusted odds ratio 2.80, 95% CI 1.10; 7.13). Adjustment for age, sex, co-morbidities and prior surgery did not change the results (adjusted odds ratio 2.79, 95% CI 1.09; 7.15). Conclusion: Preoperative patient education reduced the dislocation risk within 6 months after THA, and particularly after the patient had returned home. Other peri-operative benefits from patient education have been reported and should be considered in a cost-effectiveness analysis

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.

The aim of this study was to evaluate the impact of a preoperative education programme on length of hospital stay for primary and revision knee arthroplasty patients. The programme was introduced at our hospital in October 2006 to encourage patients to play an active role in their postoperative recovery process. It was delivered by a multi-disciplinary team consisting of an arthroplasty nurse, ward physiotherapist, occupational therapist and orthopaedic consultant. Patients were educated about their care pathway, knee surgery, pain management, the expected discharge goal, post operative inpatient and outpatient rehabilitation. Data was prospectively reviewed for 472 patients who underwent (primary or revision) knee arthroplasty for the period between January 2006 and November 2007. There were 150 patients in the Conventional group and 322 patients in the Educational group. The mean length of stay reduced significantly from 7 days in the Conventional group to 5 days in the Education group (P< 0.01). In addition 20 percent more patients were discharged early (within 1 to 4 days) in Education group compared to the Conventional group (P< 0.01). There was no statistically significant difference in the percentage of inpatient complications and readmissions between the two groups. Our study demonstrates that preoperative education is a safe and effective method of reducing length of stay for knee arthroplasty patients. Significantly more patients achieved discharge within four postoperative days