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

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

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

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)

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

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

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.

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

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

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

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

Introduction: Ranked as the second most common cause of long-term disability amongst American adults, osteoarthritis (OA) affects well over 60 million Americans per year. OA is one of the major contributors to health care-related economic cost in the US, which is generally considered unacceptably high when compared other Western industrialized nations. Methods: Three hundred and thirty-five patients undergoing primary unilateral or bilateral total hip arthroplasty (THA), metal-on-metal hip resurfacing (MOMHR), total knee arthroplasty (TKA), or unicondylar knee arthroplasty (UKA) were offered voluntary participation in an one-on-one preoperative education session with a pre-operative educator. Length of stay (LOS) and in-patient costs was collected for patients who received individual pre-operative education. This was then compared to patients who chose not to participate in the education sessions using linear regression models. Results: Patients who chose to participate enjoyed a significantly shorter LOS than those who did not receive education, controlling for age, sex, type of procedure, and number of co-morbid conditions (3.1 ± 1.1 vs. 4.5 ± 4.7; p< 0.01). THA patients participating in the preoperative education program exhibited a calculated cost savings of $861 per case over non-educated patients (p=0.06), while TKA patients participating in the program exhibited a statistically significant savings of $1,144 per case (p=0.02). This translated into a cost savings of $84,351 for 93 THA patients and $93,493 for 74 TKA patients at our institution, accounting for the cost of the patient educator. Of higher significant impact on cost savings was the number of co-morbid conditions for both THA (p=0.01) and TKA (p=0.01) patients. If applied in the national setting, national cost savings projections for a mean 0.84 day reduction in LOS for educated THA patients estimated a savings of nearly $800 million; a mean 0.56 day reduction for preoperatively educated TKA translated into a projected savings of $1.1 billion on the national scale. Conclusion: Preoperative education in the setting of hip and knee arthroplasty is an important cost-savings tool for hospitals, Medicare and third party payers in this era of rising health care costs

Introduction. The advent of ambulatory total joint replacements has called for measures to reduce postoperative length of stay, while improving patient function and postoperative satisfaction. This prospective, randomized trial evaluated the efficacy of one-on-one preoperative physical therapy (PT) education with a supplemental web-based PT web-portal on discharge disposition, postoperative function and patient satisfaction after total joint replacement. Materials & Methods. Between February and June 2015, 126 patients underwent unilateral total knee (n=63) or total hip arthroplasty (n=63). All patients attended a group preoperative education (preopEd) class [standard of care] and were subsequently randomized into two groups. One group received no further education as per the standard of care [control; TKA= 31; THA=32] and the other received an in-person one-on-one preoperative PT education session (preopPTEd) as well as access to a web-portal during the postoperative period [experimental; TKA=32; THA=31]. Discharge disposition was attained from hospital records. Patient satisfaction and WOMAC scores were evaluated by a series of patient administered questionnaires. Results. The group that received preopPTEd trended towards a reduction in hospital length of stay compared to the current standard of care (2.4 days vs. 2.6 days; p=0.077). However, the group that received preopPTEd met the postoperative functional discharge requirements significantly faster (1.6 days vs. 2.7 days, respectively; p<0.001) and required fewer postoperative PT visits (3.3 vs. 4.4 visits respectively; p<0.001) than those who did not. With respect to satisfaction, patients who received the preopPTEd felt they were better prepared to leave the hospital postoperatively and were overall more satisfied with their postoperative education (p<0.001 and p<0.001, respectively). The majority (69.8%) of patients who did not receive preopPTEd reported that they would have benefitted from additional preopPTEd. There were no clinically relevant improvements in the WOMAC subscores or total score between the groups. All findings were consistent in both the TKA and THA sub-groups. Conclusion. Patients who received the preopPTEd required fewer PT visits and met the postoperative functional PT discharge criteria faster than those who did not. Patients who received preopPTEd also reported being better prepared to leave the hospital after surgery and better overall satisfaction compared to the current standard of care. The one-on-one preoperative PT education session with supplemental web-portal education pathway may be an adjunct to help reduce postoperative length of stay for ambulatory total joint replacements

Identifying the core competencies of musculoskeletal medicine has been the basis for the development of the Australian Musculoskeletal Education Competencies (AMSEC) project. AMSEC aims to ensure Australian health professionals are suitably equipped through improved and appropriate education to address the increasing burden of both acute and chronic musculoskeletal disease. The AMSEC project has consisted of four distinct phases. The first two phases were consultative and highlighted concerns from medical educators, specialists and students that current curricula inadequately address the increasing scientific information base in MSK medicine and management. In phase three, Multidisciplinary Working Groups were established to detail competencies in MSK areas such as physical examination, red flag emergencies, basic and clinical science, patient education and self-management, procedural skills and rehabilitation and a web portal was developed. Phase four will see the core competencies completed, endorsed by the relevant professional colleges and integrated into Australian Medical School curricula. By bringing together experts from different groups involved in musculoskeletal education, it has been possible to agree on the core competencies required of a graduating medical student and from these determine the required underlying basic knowledge, skills and attitudes. These competencies are based on actual needs determined from current disease impact studies and the experience of professionals working in the various areas of musculoskeletal related clinical practice. This multidisciplinary and multi-professional approach, which includes consumer groups, has allowed a broader and more complete perspective of requirements. Both improved horizontal and vertical integration are facilitated and more efficient implementation is possible. By linking these core competencies to specific anatomy and basic science knowledge requirements, justification of the need to address current deficits in these areas was achieved. A standardised evidenced based approach to physical examination was developed allowing a unified approach to the resourcing and teaching of this skill by orthopaedic surgeons, rheumatologists and others. The ability to outline competency requirements vertically from medical student to resident, general practitioner and specialist is greatly facilitated by combining specialist educators with those of the universities and general practitioners. For the specialists, this approach yields excellent education leverage for very little additional effort. AMSEC has undertaken significant inter and intra disciplinary consultations to identify and classify core MSK competencies at a basic, median and advanced level of specialisation across professions. This novel national integrated model to address education needs offers many benefits and could be translated into other areas of medicine

Background. Patterns of opioid overprescribing following arthroplasty likely developed given that poor pain control can diminish patient satisfaction, delay disposition, and lead to complications. Recently, interventions promoting responsible pain management have been described however most of the existing literature focuses on opioid naive patients. We sought to describe the effect of an educational intervention on prescribing for opioid tolerant patients. Methods. As the start to a quality improvement initiative to reduce opioid overprescribing, a departmental grand rounds was conducted. Prescribing data, for the year before and after this intervention, were retrospectively collected for all opioid tolerant patients undergoing primary total knee arthroplasty (TKA) and primary total hip arthroplasty (THA). Opioid prescribing data was standardized to mean morphine equivalents (MME). Segmented time series regression was utilized to estimate the change in opioid prescribing associated with the intervention. Results. A total of 508 opioid tolerant patients underwent TKA and 342 opioid tolerant patients underwent THA at our institution during the study period. The intervention was associated with a statistically significant decrease of 468 mean MME (23%) from 2,062 to 1,594 (P=0.005)in TKA patients and 594 mean MME (28%) from 2,159 to 1,565 (P=0.003) in THA patients. There were no readmissions for pain control during the study period. Conclusions. This study demonstrates an educational intervention is associated with decreased opioid prescribing to opioid tolerant arthroplasty patients. While the effective management of these patients is challenging, surgeon education should be a key focus to optimizing their care. Level of Evidence. Level III, retrospective cohort study. Keywords. Primary Arthroplasty; Opioid Tolerant; Analgesics, Opioid; Practice Patterns, Physicians; Quality Improvement; Pain, Postoperative

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. Prospective outcomes for all new patients attending the redesigned fracture-clinic over a 3-week period in 2010 (n=240) were compared with the traditional clinic in the same period in 2009(n=296). Trainees attending the fracture clinic completed a Likert questionnaire (1 [strongly dissagree] − 5 [strongly agree]) assessing the adequacy of education, support, staff morale & standards of patient care. The percentage of cases given consultant input increased significantly from 33% in 2009 to 84% in 2010 (p< 0.0001), while the proportion of patients requiring physical review by a consultant fell by 21% (p< 0.0001). Return rates were reduced by 14.3% (p< 0.013) & utilization of the nurse lead fracture clinic improved by 10.1% (p< 0.0028). These improvements were most marked in the target group ?StR2 (24.2% & 22.3% respectively). There were significant improvements in staff perception of their education from 2 to 4.75 (p< 0.0001), provision of senior support from 2.38 to 4.5 (p=0.019), morale from 3.68 to 4.13 (p=0.0331) & their overall perception of patient care from 3.25 to 4.5 (p=0.0016). A&E staff found the new style clinic educational, practice changing & that it improved interdisciplinary relations, but did not interfere with their A&E duties. 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

Background:. Developing a successful outpatient service for Ilizarov frame removal provides both patient and cost benefits. Misinformation and patient trepidation can be detrimental to recovery and influence choices. Education may play an important role in tailoring an efficacious service. Objective:. Review Belfast Regional Limb Reconstruction frame removal practice, introduce changes aimed at improving care and evaluate effects. Methods:. 1 year retrospective review of Ilizarov frame removal. Evaluation of service prior to and following provision of a new patient information leaflet, alongside a test wire removal technique. Subsequent service evaluation supplemented via patient reported feedback questionnaire. Results:. Retrospectively 85% Ilizarov frames removed in clinic, 54% required Entonox. Annual cost £19000. 46% patients unaware of process, gathering information from unprofessional sources. General anaesthetic and analgesic requirements related to psychosocial influences; no correlation between fracture configuration, elective reconstructive cases and operative techniques. Prospectively 96% patients found information leaflet educational and beneficial. 87% Ilizarov frames removed in clinic. 100% patients who had outpatient removal recommend this method. Entonox use reduced to 15% with average pain score 4.6/10 without analgesia. Patients felt happier. Projected annual cost savings £3000. 100% rated service excellent. Discussion:. Professional education and a standardised outpatient removal process for Ilizarov frames, delivered by a dedicated specialist team, reduces morbidity and positively impacts service provision

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

Enhanced recovery programmes have improved outcomes following elective arthroplasty surgery. Most studies assess whole advanced recovery programmes. There are few studies assessing the role of patient education. We therefore assessed our outcomes. As part of our enhanced recovery programme at Wrexham Maelor Hospital, all patients are offered the chance to attend ‘joint school’, a preoperative education class. Not all patients attend these sessions allowing comparison of outcomes in these two groups using our prospectively collected database of outcome measures. Between April 2009 and March 2013, 915 patients underwent elective hip or knee arthroplasty. Revision cases were excluded, leaving 567 knee replacements, 315 hip replacements and 27 unicompartmental knee replacements. In patients undergoing knee replacement, those attending joint school had shorter length of stay (4.38 vs 4.85 days, p=0.145) and better Oxford Knee Score at 6 months (p=0.026) and two years (p=0.035). Patients undergoing total hip arthroplasty had a statistically significantly shorter length of stay (3.64 vs 4.54 days, p=0.011); increased frequency of mobilising on the day of surgery (28.1% vs 22.6%, p=0.203) and higher Oxford Hip Scores (non-significant) if they attended joint school. Our retrospective analysis demonstrates that preoperative education for patients undergoing elective total hip arthroplasty produces significantly shorter lengths of stay. There are also effects on mobilisation and outcome scores. These effects are also seen in knee arthroplasty. These results will have clinical and financial implications. Assessing cost of saved bed days alone, joint school saves the trust over £10,000 per year

Fluoroscopic guidance is common in interventional pain procedures. In spine surgery, injections are used for differential diagnosis and determination of indication for surgical treatment as well. Fluoroscopy ensures correct needle placement and accurate delivery of the drug. Also, exact documentation of the intervention performed is possible. However, besides the patient, interventional pain physicians, surgeons and other medical staff are chronically exposed to low dose scatter radiation. The long-term adverse consequences of low dose radiation exposure to the medical staff are still unclear. Especially in university hospital settings, where education of trainees is performed, fluoroscopy time and total radiation exposure are significantly higher than in private practice settings. It remains a challenge for university hospitals to reduce the fluoroscopic time while maintaining the quality of education. Multiple approaches have been made to reduce radiation exposure in fluoroscopy, including the wide spread use of pulsed fluoroscopy, or rarely used techniques like laser guided needle placement systems. The Zero-Dose-C-Arm-Navigation (ZDCAN) allows an optimal positioning of the c-arm without exposure to radiation. For training purposes, relevant anatomical structures can be highlighted for each interventional procedure, so injection needles can be best positioned next to the target area. The Zero-Dose-C-Arm-Navigation (ZDCAN) module was developed to display a radiation free preview of the expected fluoroscopic image of the spine. Using an optical tracking system and a registered 3D-spine model, the expected x-ray image is displayed in real-time as a projection of the model. Additionally, selected anatomical structures including nerve roots, facet joints, vertebral discs and the epidural space, can be displayed. A seamless integration of the ZDCAN in a c-arm system already used in clinical practice for years could be achieved. For easy use, a tool was developed allowing the admission and use of regular single-use syringes and spinal needles. Accordingly, these can be used as pointers in the sterile area, a sterilization of the whole tool after every single injection is not required. We evaluated the efficiency and accuracy of this procedure compared to conventional fluoroscopically guided interventional procedures. In sawbones of the lumbar spine, facet joint injections (N = 50), perineural injections (N = 46) and epidural injections (N = 20) were performed. Highlighting the target area in the radiation free preview model, an optimal positioning of the c-arm could be achieved even by unskilled medical staff. The desired anatomical structures could be identified easily in the x-rays taken, as they were displayed in the 3D model aside. As already seen evaluating a previous version of the ZDCAN module for the lower limb, the total number of x-ray images taken could be reduced significantly. Compared to the conventional group, the number of x-ray images required for facet joint injections could be reduced from 12.5 (±1.1) to 5.7 (±1.1), from 5.4 (±1.8) to 3.8 (±1.3) for perineural injections and from 4.1 (±0.9) to 2.1 (±0.3) for epidural injections. Total radiation time was reduced accordingly. Likewise, the mean time needed for the interventional procedure could be reduced from 168.3 s (±19.1) to 131.4 s (±16.8) for facet joint injections, was unchanged from 97.7 s (±26.0) to 104.7 s (±31.0) for perineural injections and from 60 s (±14.9) to 52 s (±7.1) for epidural injections. The ZDCAN is a powerful tool advancing conventional fluoroscopy to another level. Using the radiation free preview model, the c-arm can easily be positioned to show the desired area. The accentuated display of the target structures in the preview model makes the introduction to fluoroscopy guided interventional procedures easier. This feature might reduce the learning curve to achieve better clinical results with lower radiation dose exposure. Thus, the ZDCAN can be a tool to improve education in university hospital settings for physicians as well as for medical staff while reducing radiation dose exposure in general use

Abstract

The use of journal clubs and, more recently, case-based discussions in order to stimulate debate among orthopaedic surgeons lies at the heart of orthopaedic training and education. A virtual learning environment can be used as a platform to host virtual journal clubs and case-based discussions. This has many advantages in the current climate of constrained time and diminishing trainee and consultant participation in such activities. The virtual environment model opens up participation and improves access to journal clubs and case-based discussions, provides reusable educational content, establishes an electronic record of participation for individuals, makes use of multimedia material (including clinical imaging and photographs) for discussion, and finally, allows participants to link case-based discussions with relevant papers in the journal club. The Leicester experience highlights the many advantages and some of the potential difficulties in setting up such a virtual system and provides useful guidance for those considering such a system in their own training programme. As a result of the virtual learning environment, trainee participation has increased and there is a trend for increased consultant input in the virtual journal club and case-based discussions. It is likely that the use of virtual environments will expand to encompass newer technological approaches to personal learning and professional development

Introduction and Aims: Computer-assisted surgery may significantly improve the accuracy of total knee arthroplasty. The reproducibility of acquiring points that facilitate the computer generation of joint morphology which is fundamental for guiding surgery remains unclear. The aim of this study was to assess inter- and intra-operator reproducibility using a computer guidance system. Method: Three surgeons were involved in this study, who under instruction from a proprietary computer system acquired points on a sawbone model of the knee that correlated with specific anatomic landmarks. This process was performed five times each and repeated on another identical model. The points acquired allowed the computer to generate a knee joint model that predicted size, orientation and alignment of the knee joint. Inter- and intra-operator comparisons of the size of the prostheses, the amount of resection, the rotation of the prostheses, and the relationship of the epicondylar to the posterior femoral condylar axis were made. Results: This study was commenced one day after an eight-hour hands-on workshop describing the use of the computer guidance system. The computer system accurately recorded the acquisition of points on a sawbone model. There was little difference in the time taken by each surgeon to acquire the points. Although, all iterations of point acquisition were performed sequentially, there was no clear reduction in the time taken for the process of acquisition. Despite the repetitive use of identical sawbone models, all three surgeons demonstrated significant variation within their own and between each others’ acquisitions. This resulted in variations of prosthetic sizes, amounts of bone resection and rotation of implants. The consistency at which certain indices differed suggested a specific bias between surgeons that may reflect technique or interpretation of anatomic landmarks, e.g. relationship between the epicondylar and posterior condylar axes. Conclusion: An important reason for the variation may be the difference in interpretation of the location of anatomic landmarks. This may have a significant impact on the generation of computer model for guiding subsequent surgery. Clear definitions of landmarks and a robust education program is required if computer assisted surgery is to be accurate and meaningful

Orthopaedic training sessions, vital for surgeons to understand post-operative joint function, are primarily based on passive and subjective joint assessment. However, cadaveric knee simulators, commonly used in orthopaedic research,¹ could potentially benefit surgical training by providing quantitative joint assessment for active functional motions. The integration of cadaveric simulators in orthopaedic training was explored with recipients of the European Knee Society Arthroplasty Travelling Fellowship visiting our institution in 2018 and 2019. The aim of the study was to introduce the fellows to the knee joint simulator to quantify the surgeon-specific impact of total knee arthroplasty (TKA) on the dynamic joint behaviour, thereby identifying potential correlations between surgical competence and post-operative biomechanical parameters.

Eight fellows were assigned a fresh-frozen lower limb each to plan and perform posterior-stabilised TKA using MRI-based patient-specific instrumentation. Surgical competence was adjudged using the Objective Structured Assessment of Technical Skills (OSATS) adapted for TKA.² All fellows participated in the in vitro specimen testing on a validated knee simulator,³ which included motor tasks – passive flexion (0°-120°) and active squatting (35°-100°) – and varus-valgus laxity tests, in both the native and post-operative conditions. Tibiofemoral kinematics were recorded with an optical motion capture system and compared between native and post-operative conditions using a linear mixed model (p<0.05). The Pearson correlation test was used to assess the relationship between the OSATS scores for each surgeon and post-operative joint kinematics of the corresponding specimen (p<0.05).

OSATS scores ranged from 79.6% to 100% (mean=93.1, SD=7.7). A negative correlation was observed between surgical competence and change in post-operative tibial kinematics over the entire range of motion during passive flexion – OSATS score vs. change in tibial abduction (r=−0.87; p=0.003), OSATS score vs. change in tibial rotation (r=−0.76; p=0.02). When compared to the native condition, post-operative tibial internal rotation was higher during passive flexion (p<0.05), but lower during squatting (p<0.033). Post-operative joint stiffness was greater in extension than in flexion, without any correlation with surgical competence.

Although trained at different institutions, all fellows followed certain standard intraoperative guidelines during TKA, such as achieving neutral tibial abduction and avoiding internal tibial rotation,⁴ albeit at a static knee flexion angle. However, post-operative joint kinematics for dynamic motions revealed a strong correlation with surgical competence, i.e. kinematic variability over the range of passive flexion post-TKA was lower for more skilful surgeons. Moreover, actively loaded motions exhibited stark differences in post-operative kinematics as compared to those observed in passive motions. In vitro testing on the knee simulator also introduced the fellows to new quantitative parameters for post-operative joint assessment.

In conclusion, the inclusion of cadaveric simulators replicating functional joint motions could help quantify training paradigms, thereby enhancing traditional orthopaedic training, as was also the unanimous opinion of all participating fellows in their positive feedback.

Aim: To demonstrate that a multidisciplinary protocol reduces both in-patient stay and the need for out-patient physiotherapy following minimally invasive (MIS) uni-condylar knee replacements (UKR). Methods: The data for hospital stay was collated for a consecutive group of primary UKR at our institution during 2002. We then compared this with a consecutive group of patients seen in a dedicated physiotherapist run clinic, with the provision of brochures and a “patient experience video”, with input from nurses, physiotherapists, anaesthetists, and surgeons, as well as time of expected discharge. The data was compared between informed (dedicated pre-operative assessment and patient video) and uninformed patients (standard pre-operative care). Results: Total of 57 patients were initially assessed and compared with 81 patients after introduction of specific pre-op care pathway. Average hospital stay was reduced from 3.7 days to 2.1 days, with 60% going home within 24 hours. Discussion: By changing the preconception of long hospital stays after arthroplasty ingrained in patients and staff we have reduced hospital stay significantly. Major factors contributing to this include the team approach, patient and ward staff education, perceptions of discharge and the inclusion of specific local anaesthetic techniques, and a minimally invasive approach. Delays in discharge include the geography of the region

Aims

The primary aim of the survey was to map the current provision of simulation training within UK and Republic of Ireland (RoI) trauma and orthopaedic (T&O) specialist training programmes to inform future design of a simulation based-curriculum. The secondary aims were to characterize; the types of simulation offered to trainees by stage of training, the sources of funding for simulation, the barriers to providing simulation in training, and to measure current research activity assessing the educational impact of simulation.

Introduction Over 250 patients older than 50 years with fractured neck of femur (NOF) are treated annually at The Canberra Hospital (TCH). Our aim was to improve patient outcomes and reduce length of stay by developing a protocol driven approach to management of patients with NOF fractures, particularly focusing on efficient peri-operative assessment and management of fluid and electrolyte status. Methods A prospective study of all patients over 50 years, admitted with a diagnosis of fractured neck of femur was carried out at TCH for a 12 month period. Baseline data was collected for a period of six months. We measured clinical factors including; time to theatre, pre-operative fluid resuscitation, length of stay and morbidity. A protocol was then introduced according to agreed best practice dealing with the issues identified in baseline data. Education of medical and nursing staff followed in the major treating areas: Emergency Department and orthopaedics ward. Following this a further six months data was collected to assess the effectiveness of the intervention. Results Over the 12 month period prior to this study, the length of stay following fractured NOF at TCH was 15.39 days compared to the benchmark of 12.94 days. In the initial six month period 116 patients were admitted to the study. Baseline data demonstrated: average length of stay 12.75 days (from ED to discharge), average time to theatre 35 hours, variable fluid resuscitation for the first 24 hours averaging 1668.4 mls (range: 0 to 4000 mls). The in-hospital death rate in this patient group was 9.5%. In the second six month period, following protocol implementation, improvements were noted to be greatest in fluid resuscitation for the first 24 hours, averaging 3000 mls. Smaller improvements were seen in time to theatre, averaging 34 hours. The mortality rate and length of stay were not significantly different probably due to the higher anaesthetic risk score of the second cohort (p< 0.05). Conclusions A program of outcomes assessment and evaluation in its first phase improved initial management of these patients and reduced length of stay. Further work is necessary to achieve timely assessment and early surgical intervention. Reducing the in-hospital death rate remains a problematic and complex issue

Introduction. Fractures of the distal radius are one of the most common extremity fractures encountered in A&E departments and general adult fracture clinics. Over the last 10 years the rate of operation for distal radial fractures has been steadily increasing. Staff within our unit felt that formal teaching, particularly of new medical staff, with regards to fracture reduction and appropriate cast application could result in a reduction in operation rates. Methods. Retrospective data was extracted from FORD (Fracture Outcome and Research Database). Data included: the number of fractures in a 6 month period, number of fractures undergoing ORIF in that period, fracture configuration, patient demographics, and mechanism of injury. All patients undergoing ORIF had their radiographs assessed by 2 separate reviewers. Information regarding adequate fracture reduction, adequate cast application (using Gap Index calculation), and appropriate plaster cast moulding was recorded. Formal teaching was then given to the next group of medical staff rotating through the unit, and the same data was collected prospectively for that 6 month period. Exclusion criteria included bilateral injuries, and polytrauma patients. Results. A total of 1712 distal radial fractures were treated in our unit over the 12 month period, with 71 undergoing ORIF in the first 6 months and 37 in the second 6 months. Our study found that formal teaching and education of medical staff significantly reduced the operation rate for distal radial fractures in our unit. This effect was most significant for extra-articular, dorsally angulated fractures of the distal radius. Conclusion. In today's busy hospital environment it is sometimes all too easy to overlook the training of junior medical staff, our study proves that just 1 hour of basic training at the beginning of an attachment can have significant benefits to both the unit and, more importantly, the patients

Introduction: Increasing costs for health care has forced its providers to economize with current resources. This paper reports on cost analysis from a randomized study where the study group (SG) was subjected to pre-operative education and postoperative home-based rehabilitation after total hip replacement (THR). The comparison group (CG ) comprised patients treated according to routine pathway at the time. Methods: Between 1997 and 2000 a total of 50 patients were operated on in two hospitals, 29 at the Landspíta-linn University Hospital in Reykjavík and 21 in a nearby rural hospital. They were randomized into a study group (SG) of 27 patients and control group of 23. All contacts with the health care during a six month period after the operations were registered. The effectiveness of the treatments was measured with the Oxford Hip Score (OHS). Results: The average hospital costs totalled $5,848 in the SG and $7,291 in the CG. Total health care costs was $6,402 on average in the SG and $9,248 in the CG. By including average patient related costs the total rose to $9,570 in the SG and $13,377 in the CG (all costs in 1999 USD). The difference was statistically significant (p=0.0001) for the total costs. The group variable was statistically significant – regression analysis adjusted for age gender etc., not excluding significant factors according to the Ramsey RESET test. The recovery according to the OHS was from 33.1 preoperatively down to 14.2 after six months follow up for the study group. For the CG it was 36.6 and 20.5 respectively. Thus the cost difference (ΔC) was $3,807 and an effectiveness difference (ΔE) of 6.3. No significant difference was found in cost between hospitals, although indications favoured the rural hospital. Conclusions: Our method of shortening hospital stay and transferring parts of the postoperative treatment to the patient’s homes appears to be an effective way of reducing the unit price of THR in Iceland

Introduction: In the current political climate ensuring the correct information is distributed to the correct recipient is of paramount importance. Clinical departments often find themselves needing to provide information in order to educate the general public regarding general clinic information and the procedures it carries out.

Methods: The Spinal Assessment Clinic (SAC) at the James Cook University Hospital consists of a multi-disciplinary team. As a result of this many treatment options are available to patients attending the clinic. Due to the necessary time constraints in the SAC, a system was required to help educate patients and the general public about the various diagnoses and the treatments available.

This information was provided by the specialist nurses and orthopaedic surgeons within the SAC team. A multi-portal website was created to allow patients easy access to this information: and to also allow, the information to be updated as and when needed. A facility was also included to allow the provision of external resources that would be of benefit to the patient.

Results: Initial feedback showed that this provided an effective means of achieving the established goals. An online rating system was implemented which currently allows visitors to grade articles along with optionally leaving feedback. This will be presented.

Introduction: Numerous studies have reported the usefulness of exercise and increases in fitness in the management of Lower Back Pain (LBP). Additionally, the importance of psychosocial factors in both the development and chronicity of LBP have been reported. This study was designed to work within the local community and improve levels of health and awareness regarding LBP. More specifically an evaluation of how an educational package may influence fitness and exercise levels, disability and beliefs about LBP was undertaken.

Methods: 195 particpants were recruited from the community. Testing is conducted at 0, 12 and 24 months. Each participant completes a battery of tests including an aerobic fitness test and self-report questionnaires measuring disability (Low Back Outcome Score: LBOS), Acute pain (visual analogue scale), LBP history (time off work), and back pain beliefs (Back Beliefs Questionnaire: BBQ). participants receive a one to one educational intervention supported by educational literature (Back Book, exercise sheet and diary).

Results: BBQ scores improved significantly ( p = .000) between 0 and 12 months. This difference remained when controlling for gender, LBP history and acute pain level. No significant differences were found in LBOS scores and fitness levels. Significant differences existed between level of pain and LBOS scores, with higher pain resulting in lower LBOS values ( p = .000). A non-significant trend was observed between BBQ scores and higher pain levels, with higher pain resulting in smaller BBQ improvements.

Conclusions: Participants taking part in this research had significantly more positive beliefs about the inevitability of their future in relation to LBP after receiving an educational intervention. Anecdotal evidence from participants suggests the educational package was of benefit due to an improvement in their level of back care understanding. The study was unable to elicit any positive changes in fitness level or disability, although baseline fitness levels were above average, and disability scores, low.

Background

Osteoarthritis (OA) and chronic low back pain (CLBP > 12 weeks duration) are two of the most common and costly chronic musculoskeletal conditions globally. Healthcare service demands mean that group-based multiple condition interventions are of increasing clinical interest and a priority for research, but no reviews have evaluated the effectiveness of group-based physiotherapy-led self-management interventions (GPSMI) for both conditions concurrently. Rapid review methodologies are an increasingly valid means of expediting knowledge dissemination and are particularly useful for addressing focused research questions.

Background

Implementation fidelity is the extent to which an intervention is delivered as intended by intervention developers, and is extremely important in increasing confidence that changes in study outcomes are due to the effect of the intervention itself and not due to variability in implementation. Growing demands on healthcare services mean that multiple condition interventions involving highly prevalent musculoskeletal pain conditions such as chronic low back pain (CLBP) and/or osteoarthritis (OA) are of increasing clinical interest. This is the first in-depth review of implementation fidelity within self-management interventions for any musculoskeletal pain condition.

Aims. Meeting preoperative expectations is known to be of major influence on postoperative satisfaction after total knee arthroplasty (TKA). Improved management of expectation, resulting in more realistic expectations can potentially lead to higher postoperative satisfaction. The objective of this study was to assess the effect of an additional preoperative education module, addressing realistic expectations for long-term functional recovery, on postoperative satisfaction and expectation fulfilment. Methods. In total, 204 primary TKA patients with osteoarthritis were enrolled in this randomized controlled trial (RCT). Patients were allocated to either usual preoperative education (control group) or usual education plus an additional module on realistic expectations (intervention group). Primary outcome was being very satisfied (numerical rating scale for satisfaction ≥ 8) with the treatment result at 12 months' follow-up. Other outcomes were change in preoperative expectations and postoperative expectation fulfilment. Results. A total of 187 patients (91.7%) were available for analysis at follow-up. In the intention-to-treat analysis, 58.5% (55/94) of patients were very satisfied with the treatment result in the control group, and 69.9% (65/93) of patients in the intervention group (adjusted odds ratio (AOR) 1.72, 95% confidence interval (CI) 0.90 to 3.29). A per-protocol analysis for patients who attended the education session (92.0%, n = 172) showed that 56.9% (49/86) of patients were very satisfied in the control group and 74.4% (61/86) in the intervention group (AOR 2.44, 95% CI 1.21 to 4.91). After preoperative education, the expectation scores in the intervention group were significantly lower (mean difference -6.9 (95% CI -10.2 to -3.6)) and did not alter in the control group (mean difference 0.5 (95% CI -2.9 to 3.9)). Overall, fulfilment of expectations at 12 months was significantly higher in the intervention group (mean difference 11.4% (95% CI 2.3 to 20.5)). Conclusion. Improved preoperative patient education can modify patient expectations, resulting in higher postoperative fulfilment of expectation and higher satisfaction in the group that attended the preoperative education. This is the first RCT to confirm the potential of improved expectation management on satisfaction after TKA. Cite this article: Bone Joint J 2021;103-B(4):619–626

Aims. Mendelian randomization (MR) is considered to overcome the bias of observational studies, but there is no current meta-analysis of MR studies on rheumatoid arthritis (RA). The purpose of this study was to summarize the relationship between potential pathogenic factors and RA risk based on existing MR studies. Methods. PubMed, Web of Science, and Embase were searched for MR studies on influencing factors in relation to RA up to October 2022. Meta-analyses of MR studies assessing correlations between various potential pathogenic factors and RA were conducted. Random-effect and fixed-effect models were used to synthesize the odds ratios of various pathogenic factors and RA. The quality of the study was assessed using the Strengthening the Reporting of Observational Studies in Epidemiology using Mendelian Randomization (STROBE-MR) guidelines. Results. A total of 517 potentially relevant articles were screened, 35 studies were included in the systematic review, and 19 studies were eligible to be included in the meta-analysis. Pooled estimates of 19 included studies (causality between 15 different risk factors and RA) revealed that obesity, smoking, coffee intake, lower education attainment, and Graves’ disease (GD) were related to the increased risk of RA. In contrast, the causality contribution from serum mineral levels (calcium, iron, copper, zinc, magnesium, selenium), alcohol intake, and chronic periodontitis to RA is not significant. Conclusion. Obesity, smoking, education attainment, and GD have real causal effects on the occurrence and development of RA. These results may provide insights into the genetic susceptibility and potential biological pathways of RA. Cite this article: Bone Joint Res 2023;12(9):601–614