Introduction. The efficacy of Virtual Reality (VR) as a teaching augment for arthroplasty has not been well examined for unfamiliar multistep procedures such as unicompartmental knee arthroplasty (UKA). This study sought to determine if VR improves surgical competence over traditional procedural preparation when performing a UKA. Methods. 22 Orthopaedic trainees were randomized to training sessions: 1) “VR group” with access to an immersive VR learning module that had been designed in conjunction with the manufacturer or 2) “Guide group” with access to manufacture's technique guide and surgical video. Both groups then performed a full UKA on SawBones models. Surgical competence was assessed via Objective Structures Assessment of Technical Skills (OSATS) validated rating system (max 25 points). Results. Participants equally distributed all training levels between groups. There was no difference in surgical times between VR and Guide groups (VR=43.0 vs Guide=42.4 mins; p=0.9). There was no difference in total OSATS score between groups (VR=14.2 vs Guide=15.7; p=0.59). There was also no difference between groups when sub-analysis was performed by training level. Most felt VR would be a useful tool for resident education (77%) and reported a likeliness to utilize VR for case preparation if available (86.4%). Conclusion. In a randomized controlled trial for trainees performing a complex, unfamiliar procedure (UKA), VR training demonstrated equivalent surgical competence to traditional technique guides and videos. Despite this, the majority of trainees find the technology beneficial and would use it if available. This project suggests as currently constructed, VR should be incorporated as an adjunct, rather than a replacement, to traditional surgical preparation/training methods

The COVID-19 pandemic has disrupted all segments of daily life, with the healthcare sector being at the forefront of this upheaval. Unprecedented efforts have been taken worldwide to curb this ongoing global catastrophe that has already resulted in many fatalities. One of the areas that has received little attention amid this turmoil is the disruption to trainee education, particularly in specialties that involve acquisition of procedural skills. Hand surgery in Singapore is a standalone combined programme that relies heavily on dedicated cross-hospital rotations, an extensive didactic curriculum and supervised hands-on training of increasing complexity. All aspects of this training programme have been affected because of the cancellation of elective surgical procedures, suspension of cross-hospital rotations, redeployment of residents, and an unsustainable duty roster. There is a real concern that trainees will not be able to meet their training requirements and suffer serious issues like burnout and depression. The long-term impact of suspending training indefinitely is a severe disruption of essential medical services. This article examines the impact of a global pandemic on trainee education in a demanding surgical speciality. We have outlined strategies to maintain trainee competencies based on the following considerations: 1) the safety and wellbeing of trainees is paramount; 2) resource utilization must be thoroughly rationalized; 3) technology and innovative learning methods must supplant traditional teaching methods; and 4) the changes implemented must be sustainable. We hope that these lessons will be valuable to other training programs struggling to deliver quality education to their trainees, even as we work together to battle this global catastrophe.

Aims

Computer-based applications are increasingly being used by orthopaedic surgeons in their clinical practice. With the integration of technology in surgery, augmented reality (AR) may become an important tool for surgeons in the future. By superimposing a digital image on a user’s view of the physical world, this technology shows great promise in orthopaedics. The aim of this review is to investigate the current and potential uses of AR in orthopaedics.

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”

There has been a widespread adoption of training programs or “boot-camps” targeting new surgical residents prior to entrance to the hospital environment. A plethora of studies have shown positive reactions to implementations of “boot camps”. Reaction surveys, however, lack the ability to provide a deeper level of understanding into how and why “boot camps” are seen as effective. The purpose of this study was to develop a rich perspective on the role “boot camps” are perceived to play in resident education. A constructivist approach to qualitative grounded theory methodology, employing iterative semi-structured, in-person, interviews was used to explore the construct of a “boot camp” through the eyes of key stakeholders, including junior surgical residents (n=10), senior surgical residents (n=5), and faculty members (n=5) at a major academic centre. Interviews were coded and analysed thematically using NVIVO software. Three members of the research team coded data independently and compared themes until consensus was reached. A method of constant comparative analysis was utilised throughout the iterative process. Emerging themes were revisited with stakeholders as a measure of rigor. Axial coding of themes was used to discover the overlying purposes embedded in the “boot camp” construct. The overarching themes resonating from participants were ‘anxiety reduction’, ‘cognitive unloading’ and ‘practical logistics’. Resident anxiety was ameliorated through subthemes of ‘social inclusion’, ‘group formation’, ‘confidence building’ and ‘formalisation of expectations’. A resident commented “the nuances of how things work is more stressful than the actual job.” Residents bonded together to create personal and group identities, “forming the identity of who we are as a group”, that shaped ongoing learning throughout training, “right from the beginning we would be able to call on each other.” Junior residents found themselves cognitively unloaded for higher level learning through ‘expectation setting’ and ‘formalised basic skills’; “I knew how the equipment was going to fit together, it allowed me to focus more on what was happening from the operative perspective.” Stakeholders highlighted the importance of positioning “boot camp” at the beginning of residency training, as it directly influenced the point of transition. This highlights the strength of the “boot camp” construct at targeting the challenges associated with discrete moments of transition in the advancement in practice. While surgical preparatory “boot camps” were initially born out of a competency-based framework focused on technical skill development, our findings demonstrate that the benefits outweigh simple improvement in technical ability. The formation of a learner group identity has downstream effects on resident perceptions of anxiety and confidence, while priming for higher-level learning. “Boot camp” then, is re-imagined as an experience of social professional enculturation

As residency training programmes around the globe move towards competency-based medical education (CBME), there is a need to review current teaching and assessment practices as they relate to education in orthopaedic trauma. Assessment is the cornerstone of CBME, as it not only helps to determine when a trainee is fit to practice independently, but it also provides feedback on performance and guides the development of competence. Although a standardised core knowledge base for trauma care has been developed by the leading national accreditation bodies and international agencies that teach and perform research in orthopaedic trauma, educators have not yet established optimal methods for assessing trainees’ performance in managing orthopaedic trauma patients.

This review describes the existing knowledge from the literature on assessment in orthopaedic trauma and highlights initiatives that have recently been undertaken towards CBME in the United Kingdom, Canada and the United States.

In order to support a CBME approach, programmes need to improve the frequency and quality of assessments and improve on current formative and summative feedback techniques in order to enhance resident education in orthopaedic trauma.

Cite this article: Bone Joint J 2016;98-B:1320–5.

Introduction. Pedicle screw fixation commonly uses a manual probe technique for preparation and insertion of the screw. However, the accuracy of obtaining a centrally located path using the probe is often dependent on the experience of the surgeon and may lead to increased complications. Fluoroscopy and navigation assistance improves accuracy but may expose the patient and surgeon to excessive radiation. DSG measures electrical conductivity at the tip and provides the surgeon with real-time audio and visual feedback based on differences in tissue density between cortical and cancellous bone and soft tissue. The authors investigated the effectiveness of DSG for training residents on safe placement of pedicle screws. Methods. 15 male cadaveric thoracolumbar spine specimens were fresh-frozen at the time of expiration. Residents were assigned 3 specimens each and randomised by pedicle side and order of technique for pedicle screw placement (free-hand versus DSG). Fluoroscopy and other navigation assistance were not used for pedicle preparation. All specimens were imaged using CT following insertion of all pedicle screws. The accuracy was assessed by a senior radiologist and graded as within (≤ 2mm breach) or outside (> 2mm breach) the pedicle. Results. 15 specimens were dissected in standard fashion to expose the thoracolumbar spine (T7-L5). 5 residents were randomised and assigned 3 specimens each to prepare bilateral pedicles from T8 to L5 (60 pedicles per resident) using either PediGuard or free-hand technique. A total of 249 pedicle screws were placed. Post-procedure CT scans demonstrated 214 (85.9%) screws within the pedicle. Breach rate for the DSG group was 8.2% and 19.7% for the non-DSG group, with an overall reduction of 58% (p=0.025). Conclusion. The use of Dynamic Surgical Guidance decreased the pedicle screw placement learning curve in residents, while improving breach rate by 58%. This study demonstrates that DSG has the potential for resident education and refinement in operative technique

The 2010 Fellows undertook a six-week journey through centres of orthopaedic excellence along the East Coast of Canada and the United States. What we learned and gained from the experience and each other is immeasurable, but five areas particularly stand out; education, research, service delivery, financial insights and professional development.