Aims. The aims of this study were to describe the demographic, socioeconomic, and
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
We aimed to determine quality of life and burnout
among Dutch orthopaedic trainees following a modern orthopaedic
curriculum, with strict compliance to a 48-hour working week. We
also evaluated the effect of the clinical climate of learning on
their emotional well-being. We assessed burnout, quality of life and the clinical climate
of learning in 105 orthopaedic trainees using the Maslach Burnout
Inventory, linear analogue scale self-assessments, and Dutch Residency
Educational Climate Test (D-RECT), respectively. A total of 19 trainees (18%) had poor quality of life and 49
(47%) were dissatisfied with the balance between their personal
and professional life. Some symptoms of burnout were found in 29
trainees (28%). Higher D-RECT scores (indicating a better climate
of learning) were associated with a better quality of life (r =
0.31, p = 0.001), more work-life balance satisfaction (r = 0.31,
p = 0.002), fewer symptoms of emotional exhaustion (r = -0.21, p = 0.028)
and depersonalisation (r = -0,28, p = 0.04). A reduced quality of life with evidence of burnout were still
seen in a significant proportion of orthopaedic trainees despite
following a modern curriculum with strict compliance to a 48-hour
working week. It is vital that further work is undertaken to improve
the quality of life and reduce burnout in this cohort. Cite this article: