The minimisation of errors incurred during the learning process is thought to enhance motor learning and improve performance under pressure or in multitasking situations. If this is proven in surgical skills learning, it has the potential to enhance the delivery of surgical education. We aimed to compare errorless and errorful learning using the high-speed burr. Medical students (n=30) were recruited and allocated randomly to an errorless or errorful group. The errorless learning group progressively learnt tasks from easy to difficult on cedar boards simulating bone. The errorful learning group also progressed through the same tasks but not in order of difficulty. Transfer tasks assessed students’ performance of cervical laminoplasty on saw bone models to assess their level of learning from previous stages. During transfer task 2, students completed the procedure under time pressure and in the presence of distractors, in order to simulate real-life stressors in theatre. Accuracy, precision and safety of the procedure were scored by expert opinions from spine surgeons blinded to the grouping of the participants. Both errorless and errorful learners demonstrated improvements in performance with increasing amounts of practice (demonstrated by the decreased time taken for the task as well as improvement in accuracy of the cuts (depth, width and smoothness). The performance of both groups was not impaired by the incorporation of a secondary task which required participants to multitask. No statistically significant difference in performance was noted between the two groups. In contrast to previous research, there was no significant difference between errorless or errorful learning to develop skills with a high-speed, side-cutting burr. In both groups, practical learning during the session has led to improvement in overall performance with the burr relevant to cervical laminoplasty

Orthopaedic paediatric deformities, globally, are often corrected later than initial identification due to resource constraints (bed availability, investigative modalities, surgical skill set). The study aims to analyse experiences and challenges met with running a flagship scoliosis surgery week in a tertiary public health care facility, with the goal of reducing patient waiting time on the waiting list. In this retrospective study, patients from an existing deformity correction waiting list were selected for a 5 day scoliosis surgery week. Investigations relevant to clinical findings were carried out and patients were scheduled on a “one patient per day” surgery list. Inclusion criteria was any patient with adolescent idiopathic scoliosis of varying degree that was symptomatic. Exclusion criteria was any other deformity of any age. Outcomes measured include: Administrative hurdles (obtaining funding, organising ward and ICU beds, getting nursing staff), Surgical challenges (severity of the curve, intraoperative time, approach chosen) and perioperative management (anaesthesia, pain management, cost of equipment) will be looked at to better define the experiences and challenges. All scheduled surgeries were completed. This meant more cases were carried out than what was done in the last 2 years at the facility combined. Lack of Nursing staff availability and few ICU beds delayed starting cases. Anterior fusion took a shorter surgical time in comparison to posterior and cost far less to carry out owing to deformity severity. Intra and post operative management also varied due to daily changes in theatre staff and a lack of standardized protocols. Running a scoliosis surgery week helps to lower the waiting time for deformity correction in public health care facilities. Pre organising resources results in more successful outcomes and an increase in the number of cases done over a shorter period

Introduction. Femoral-shortening osteotomy for the treatment of leg length discrepancy is demanding technique. Many surgical technique and orthopaedic devises have been suggested to perform this procedure. Herein, we describe modified femoral shortening osteotomy over a nail, using a percutaneous multiple drill-hole osteotomy technique. Materials and Methods. We operated on six patients with LLD. Mean femoral shortening was 4.2 cm. Osteotomy was performed using a multiple drill-hole technique, and bone was stabilized using an intramedullary nail. Post-operative clinical and radiological data were reported. Results. Shortening was achieved, with a final LLD of < 1 cm in all patients. All patients considered the lengths of the lower limbs to be equal. No special surgical skills or instrumentation were needed. Intraoperative and post-operative complications were not recorded. Conclusions. Percutaneous femoral-shortening osteotomy over a nail using multiple drill-hole osteotomy technique was effective and safe in treating LLD

Introduction. Real-time tracking of surgical tools has applications for assessment of surgical skill and OR workflow. Accordingly, efforts have been devoted to the development of low-cost systems that track the location of surgical tools in real-time without significant augmentation to the tools themselves. Deep learning methodologies have recently shown success in a multitude of computer vision tasks, including object detection, and thus show potential for the application of surgical tool tracking. The objective of the current study was to develop and evaluate a deep learning-based computer vision system using a single camera for the detection and pose estimation of multiple surgical tools routinely used in both knee and hip arthroplasty. Methods. A computer vision system was developed for the detection and 6-DoF pose estimation of two surgical tools (mallet and broach handle) using only RGB camera frames. The deep learning approach consisted of a single convolutional neural network (CNN) for object detection and semantic key point prediction, as well as an optimization step to place prior known geometries into the local camera coordinate system. Inference on a camera frame with size of 256-by-352 took 0.3 seconds. The object detection component of the system was evaluated on a manually-annotated stream of video frames. The accuracy of the system was evaluated by comparing pose (position and orientation) estimation of a tool with the ground truth pose as determined using three retroreflective markers placed on each tool and a 14 camera motion capture system (Vicon, Centennial CO). Markers placed on the tool were transformed into the local camera coordinate system and compared to estimated location. Results. Detection accuracy determined from frame-wise confusion matrices was 82% and 95% for the mallet and broach handle, respectively. Object detection and key point predictions were qualitatively assessed. Marker error resulting from pose estimation was as little as 1.3 cm for the evaluation scenes. Pose estimation of the tools from each evaluation scene was also qualitatively assessed. Discussion. The proposed computer vision system combined CNNs with optimization to estimate the 6-DoF pose of surgical tools from only RGB camera frames. The system's object detection component performed on par with state-of-the-art object detection literature and the pose estimation error was efficiently computed from CNN predictions. The current system has implications for surgical skill assessment and operations based research to improve operating room efficiency. However, future development is needed to make improvements to the object detection and key point prediction components of the system, in order to minimize potential pose error. Nominal marker errors of 1.3 cm demonstrate the potential of this system to yield accurate pose estimates of surgical tools. For any figures or tables, please contact authors directly

With the rapid evolution of surgical techniques every practicing surgeon will need to introduce new skills into their practice. Despite evidence that introducing a new surgical technique is associated with a learning curve during which there are reduced surgical and patient outcomes, there are no suggested protocols in place to support a surgeon in safely introducing a procedure into established practice. The purpose of this pilot study was to compare the effects of a mentored approach to learning new technical skills in practice to an unmentored approach. A mentorship partnership and learning protocol was developed between a learning surgeon and an expert in the Direct Anterior Approach (DAA) total hip arthroplasty. After training in the technique the learning surgeon was directly supported in the first 3 cases and mentored for the first 15 cases. Outcomes (surgical times, estimated blood loss, canal fit and fill, acetabular inclination and version, and complications) for the learning surgeons first 30 cases were assessed and compared to another learned cohort (first 30 cases of a percutaneously assisted total hip arthroplasty) integrated into practice without the support of a mentor. This data allow for the comparison of learning curves between the 2 techniques. Use of a mentored approach to the introduction of a new surgical skill was demonstrated to be a safe and more efficient than with an independent introduction of skills. The surgical times and learning curve were reduced and anectodatly the surgeons stress level was markedly reduced with a mentored approach. These findings support further work into surgical mentorship for the safe introduction of surgical skills in practice

Objective evaluations of resident performance can be difficult to simulate. A novel competency based surgical OSCE was developed to evaluate surgical skill. The goal of this study was to test the construct validity comparing previously validated Ottawa scores (O-scores) and Orthopaedic in-training evaluation scores (OITE). An OSCE designed to simulate typical general orthopaedic surgical cases was developed to evaluate resident surgical performance. Post-graduate year (PGY) 3–5 trainees have an encounter (interview and physical exam) with a standardized patient and perform a correlating surgery on a cadaver. Examiners evaluate all components of the treatment plan and provide an overall score on the OSCE and also provide an O-score on overall surgical performance. Convergent and divergent validity was assessed comparing OSCE scores to O-scores and OITE scores. SPSS was used for statistical analysis. ANOVA was used to compare PGY averages and Pearson correlation coefficients were calculated to compare OSCE versus O-score and OITE scores. A total of 96 simulated surgical cases were evaluated over a 3 year period for 24 trainees. There was a significant difference in OSCE scores based on year of training. (PGY3 − 6.06/15, PGY4 − 8.16/15 and PGY5 − 11.14/15, p < 0 .001). OSCE and O-scores demonstrated a strong positive correlation of +0.89 while OSCE and OITE scores demonstrated a moderate positive correlation of 0.68. OSCE scores demonstrated strong convergent and moderate divergent correlation. A positive trajectory based on level of training and stronger correlations with established, validated scores supports the construct validity of the novel surgical OSCE

Aim. Vascularized fibula flap is one of the available options in the management of bone loss that can follow cases of severe haematogenous osteomyelitis. The aim of this study was to evaluate the outcomes of this procedure in a pediatric population in a Sub-saharan setting. Method. The retrospective study focuses on the procedures done in the period between October 2013 and December 2016. Twenty-eight patients, 18 males and 10 females, were enrolled. The youngest was 2 years old, the oldest 13. The bones involved were tibia (13), femur (7), radius (5) and humerus (3). In 5 cases the fibula was harvested with its proximal epiphysis, whereas in 17 cases the flap was osteocutaneous and osseous in 6 cases. In most cases, operations for eradication of the infection were carried out prior to the graft. The flap was stabilized mainly with external fixators, rarely with Kirschner's wires or mini plate. No graft augmentation was used. Results. Graft integration was achieved in 24 cases. Three cases of early flap failure required the removal, while in one case complete reabsorption of the flap was noted a few months after the procedure. The follow-up period ranged from a minimum of 2 and half to a maximum of 6 years. Integration of the graft was obtained in a period of 4 months on average. The fibular flap with epiphysis had good functional outcomes with reconstruction of articular end. Early and delayed complications were observed. All grafts underwent a process of remarkable remodeling. No major problems were observed in the donor site, except for a transitory foot drop that resolved spontaneously. Conclusions. Reconstruction of segmental bone defects secondary to hematogenous osteomyelitis with vascularized fibula flap is a viable option that salvages and restores limb function. It can be safely used even in early childhood. The fibula can be harvested as required by the local conditions. When harvested with a skin island, bone loss and poor soft tissues envelope may be addressed concurrently. The procedure is long and difficult but rewarding. When surgical skills and facilities are available, it can be carried out even in settings located in low resources countries

Purpose. Case logs have been utilized as a means of assessing residents surgical exposure and involvement in cases. It can be argued that the degree of involvement in operative cases is as important as absolute number of cases logged. A log which contains accurate information on actual participation in surgical cases in addition to self reported competency, is a powerful tool in obtaining a true reflection of surgical experience. Thus a prerequisite for a valuable log is the ability to perform an accurate self-assessment. Numerous studies have shown mixed results when examining residents ability to perform self-assessment on varying tasks. The purpose of the study was to examine the correlation between residents self-assessment and staff surgeons evaluation of surgical involvement and competence in performing primary hip and knee arthroplasty surgery. Method. Self assessment data from 65 primary hip and knee arthroplasty cases involving 17 residents and 17 staff surgeons (93% response rate) was analyzed. Interobserver agreement between residents self perception and staff surgeons assessment of involvement was evaluated using the Intraclass Correlation Coefficient (ICC). An assessment of competency was performed utilizing a categorical global scale and evaluated with the Kappa statistic (k). Furthermore, a structured surgical skills assessment form was piloted as an objective appraisal of resident involvement and comparisons were made to resident and staff perception. Results. The Intraclass Correlation Coefficient for resident involvement between Resident and Staff was 0.80 (0.69–0.88) which represents substantial agreement between the groups. The agreement between resident and staff with regard to residents competency to perform case was k = 0.67 (0.50–0.84). The ICC for Resident, Staff, and Third Party observer utilizing the piloted skills assessment form was 0.82 (0.75–0.88) which represents substantial agreement and helps to confirm the agreement between various members of the surgical team. Conclusion. This study may help to confirm the ability of orthopaedic residents to perform a self-assessment of their degree of involvement and performance competency in primary hip and knee arthroplasty surgery. Furthermore, the staff surgeons assessment of resident involvement was highly correlated with the surgical skills assessment form. The inclusion of a self-assessment is a valuable addition to the surgical case log

Purpose. Surgical training is based on an apprenticeship model. This training can be divided broadly into three main categories: practical skills, knowledge and decision making. The operating room is the nexus of a large part of surgical teaching. The supervising surgeon imparts both practical teaching as well as didactic information to the trainee during surgical procedures. A large amount of decision making skills are also acquired in the OR. Indeed, a large part of the surgical teams time is spent in the operating room which makes it an ideal educational environment. Bench model training is one teaching modality whereby the novice surgeon is taught surgical skills on life-like models. This practice enhances and accelerates the ability of the trainee to acquire fundamental, technical and surgical skills in the operating room. Whether bench model training provides an advantage on the ability of the trainee to acquire knowledge and decision making skills is unknown. Based on the motor learning theories, it is hypothesized that bench-model training will allow junior residents to be more interactive than trainees lacking similar active hands-on training. In this study, we examined whether bench model training provides an advantage on the ability of the trainee to acquire knowledge and decision making skills. Method. 30 junior surgical residents from various surgical divisions, with minimal knowledge of technical, procedural and cognitive skills related to the ulna bone fixation (primary task), were recruited in this study. 15 residents, randomly assigned, were given instructions and the benefit of practice on a bench model, and 15 were given instructions but not the chance to practice the skill on a bench model. All residents, while tested for their accuracy and time taken for ulna fixation (secondary task, decision making skills), were also verbally taught information on different aspects of primary bone healing. This information was evaluated by a multiple-choice test (knowledge acquisition). Results. Residents who practiced outperformed those without practice in ulna fixation in accuracy (P<0.05) and total time (p=0.0409, n=30). The group that were given bench model training also scored higher (P<0.05) on the multiple choice questions than the group that did not have the benefit of bench model training prior to testing. This showed that the trained group of residents had better ability for knowledge acquisition while performing the procedure than the untrained group. Conclusion. Bench model training can provide a means of enhancing learning, both in decision making skills and knowledge acquisition, in addition to motor learning activities inside the operating room

Introduction:. Despite all the attention to new technologies and sophisticated implant designs, imperfect surgical technique remains a obstacle to improving the results of total knee replacement (TKR). On the tibial side, common errors which are known to contribute to post-operative instability and reduced function include internal rotation of the tibial tray, inadequate posterior slope, and excessive component varus or valgus. However, the prevalence of each error in surgeries performed by surgeons and trainees is unknown. The following study was undertaken to determine which of these errors occurs most frequently in trainees acquiring the surgical skills to perform TKR. Materials and Methods:. A total of 43 knee replacement procedures were performed by 11 surgical trainees (surgical students, residents and fellows) in a computerized training center. After initial instruction, each trainee performed a series of four TKR procedures in cadavers (n = 2) and bone replicas (n = 2) using a contemporary TKR instrument set and the assistance of an experienced surgical instructor. Prior to each procedure, computer models of each cadaver and/or bone replica tibia were prepared by reconstructing CT scans of each specimen. All training procedures were performed in a navigated operating room using a 12 camera motion analysis system (Motion Analysis Inc.) with a spatial resolution in all three orthogonal directions of ± 0.15 mm. The natural slope, varus/valgus alignment, and axial rotation of the proximal tibial surface were recorded prior to surgery and after placement of the tibial component. For evaluation of all data, acceptable limits for implantation were defined as: posterior slope: 0–10°; varus/valgus inclination of tibial resection: ± 3°; and external rotation: 0–10°. Results:. The tibial component was implanted with an average posterior slope of 3.4° ± 3.4°. In 83% of trials, the trainees cut the tibia with less posterior slope than intended (average shortfall: 2.0° ± 4.0°). In 14% of cases the tibial resection sloped anteriorly, whereas in another 5% the posterior slope exceeded 10°. The coronal alignment of the tibial osteotomy averaged 0.1° ± 2.9° of valgus, with 19% of components were implanted in more than 3° of valgus vs. 14% varus (>3°). The average rotational orientation of the tibial component was 5.4° ± 5.3° of external rotation. Overall, 21% of components were placed in internal rotation, and a further 29% in more than 10° of external rotation. Rotational malalignment of the tibial component was the most common error in technique encountered in the study population. Conclusion:. 1. Tibial preparation still presents significant difficulty to many less experienced surgeons, despite the use of modern instrumentation and careful didactic instruction. 2. The most prevalent error in tibial preparation in TKR is malrotation of the tibial component, especially in internal rotation. 3. The errors measured in the computerized bioskills lab replicate clinical cases often presenting with symptoms necessitating early revision. 4. Greater attention is needed to training of surgical skills and intraoperative assessment of sources of technical error, such as component position to improve clinical outcomes of TKR

The purpose of this study was to validate a dry model for the assessment of performance of arthroscopic rotator cuff repair (RCR) and labral repair (LR). We hypothesised that the combination of a checklist and a previously validated global rating scale (GRS) would be a valid and reliable means of assessing RCR and LR when performed by residents in a dry model. An arthroscopic RCR and LR was performed on a dry model by residents, fellows, and sports medicine staff. Any prior RCR and LR exposure was noted. Participants were given a detailed surgical manuscript and technique video before the study began. Evaluation of residents was performed by staff surgeons with task-specific checklists created using a modified Delphi procedure, and the Arthroscopic Surgical Skill Evaluation Tool (ASSET). The hand movements and arthroscopic view of the procedures were recorded. Both videos were scored by a fellow blinded to the year of training of each participant. A total of 35 residents, six fellows and five staff surgeons performed both arthroscopic RCR and LR on a dry model model (48 total). The internal reliability (Cronbach's Alpha) of the test using the total ASSET score was high (>0.8)). One-way analysis of variance for the total ASSET score and the total checklist score demonstrated a difference between participants based upon year of training (p<0.05). Post hoc analysis also demonstrated a significant difference in global ratings and checklist scores between junior residents (PGY1–3) and senior residents (PGY4&5), senior residents and fellows, and fellows and staff. A good correlation was seen between the total ASSET score and prior exposure to RCR and LR. The inter-rater reliability (ICC) between the examiner ratings and the blinded assessor ratings for the total ASSET score was good (0.8). The results of this study provide evidence that the performance of a RCR and LR in a dry model is a valid and reliable method of assessing a resident's ability to perform these procedures, prior to performance in the operating room

Restoration of bone loss is a major challenge of revision TKA surgery. It is critical to achieve of a stable construct to support implants and achieve successful results. Major bone defects of the femoral and/or tibia (AORI type IIB/III) have been reconstructed using impaction grafting, structural allografts or tumor prostheses. The major concerns with structural allograft are graft resorption, mechanical failure, tissue availability, disease transmission, considerable surgical skill required and prolonged operative time. Porous tantalum metaphyseal cones, are becoming the established method of choice to correct large bone defects with several recent studies demonstrating promising results. The high coefficient of friction of these implants provides structural support for femoral and tibial components. The high degree of porosity has excellent potential for bone ingrowth and long-term biologic fixation. Several published series, although with relatively small cohorts of patients, have reported good short-term results with trabecular metal cones for major femoral and tibial bony defects in revision TKA. In a recent study, 16 femoral and 17 tibial cones were reviewed at an average follow up of 33 months (range, 13 to 73 months) the mean Knee Society Score improved from 42 pre-operatively to 83 at last follow up with an improvement of the functional score from an average of 34 to 66 (p<0.0001). Radiological follow up revealed no evidence of loosening or migration of the constructs. No evidence of complications were noted in correlation with the use of trabecular metal cones

Introduction. Because of the low cost and easy access, surgical video has become a popular method of acquiring surgical skills outside operating rooms without disrupting normal surgical flow. However, currently existing video systems all use a single point of view (POV). Some complex orthopedic procedures, such as joint replacement, require a level of accuracy in several dimensions. So single and fixed POV video may not be enough to provide all the necessary information for educational and training purposes. The aim of our project was to develop a novel multiple POV video system and evaluate its efficacy as an aid for learning joint replacement procedure compared with traditional method. Materials and Methods. Based on the videos of a hip resurfacing procedure performed by an expert orthopedic surgeon captured by 8 cameras fixed all around the operating table, we developed a novel multiple POV video system which enables users to autonomously switch between optimal viewpoints (Figure 1). 30 student doctors (undergraduate years 3–5 and naive to hip resurfacing procedure) were recruited and randomly allocated to 2 groups: experiment group and control group, and were assigned to learn the procedure using multiple or single POV video systems respectively. Before learning they were first asked to complete a multiple choicetest designed using a modified Delphi technique with the advice and feedback sought from 4 experienced orthopedic surgeons to test the participants' baseline knowledge of hip resurfacing procedure. After video learning, they were asked to answer the test again to verify their gained information and comprehension of the procedure, followed by a 5-point Likert-scale questionnaire to demonstrate their self-perception of confidence and satisfaction with the learning experience. The scores in the 2 tests and in the Likert-scale questionnaire were compared between 2 groups using Independent-Samples t-test (for normally distributed data) or Mann-Whitney U test (for non-normally distributed data). Statistical significance was set as p<0.05. Results. There was no significant difference regarding the ages of the participants between the experiment group (22.27 ± 1.79 years) and the control group (23.00 ± 1.56 years) (p value=0.242). The 10 questions in the test were divided into 3 subcategories: 4 questions regarding spatial awareness, 4 regarding operation details and 2 regarding sequence comprehension. There was no significant difference between both cohorts in the baseline test scores (for overall scores or scores in any subcategory) before video-learning, thus ensuring homogeneity. Yet, there was a 31.6–75.4% significantly (p<0.033) higher test score after video learning in the experiment group compared with the control group (for overall, spatial awareness and operation details scores) (Figure 2). The mean Likert-scale questionnaire score in the experiment group was also 32% significantly greater than the control group (Figure 3). Conclusion. Trainees could gain better knowledge and comprehension of hip resurfacing procedure and show higher confidence and satisfaction after learning using the novel multiple POV video system compared with traditional single POV video. The novel system could serve as an effective tool for teaching hip resurfacing procedure before trainees proceed to the real operating room. For figures, please contact authors directly

Aims

The number of females within the speciality of trauma and orthopaedics (T&O) is increasing. The aim of this study was to identify: 1) current attitudes and behaviours of UK female T&O surgeons towards pregnancy; 2) any barriers faced towards pregnancy with a career in T&O surgery; and 3) areas for improvement.

Rural surgical practice in Australia provides a unique environment to the Orthopaedic Surgeon. Whilst most of the work load mimics that of city practice, the rural surgeon has little choice but to master a broad schema of surgical skills, and keeping up with the current literature and techniques can be challenging. At our public hospital over the last audited twelve month period, 108 primary total knee replacements were performed by 4 surgeons out of 236 joint replacements including revision surgeries. At the Private hospital a total of 215 joint replacements were performed in the same period including revision surgeries, of which 127 were knee arthroplasties. It is recognised that the incidence of complications from arthroplasty can be increased in low volume joint replacement surgeons. This centre is a mid volume centre, but rural and generally underfunded. In light of this, it is not unreasonable to look at techniques or evolving technologies that may improve the ability of an individual surgeon to position a joint replacement in an optimal position and with economic consideration. Conventional navigation has a number of factors associated with it that may make its use in a rural centre less attractive. These include capital cost of both hardware and software; Most rural centres do not have the ability to purchase the hardware and thus the issue of transporting hard ware on site, and representative support, may all be issues. The potential benefit of patient specific implants [PSI] may thus be two-fold in this setting. The surgeon and the patient benefit from the technology, but the technology does not need to be transported to the site. As a result of these considerations, a single surgeon in a rural centre, commenced using PSI's after gaining initial experience with the implant using traditional techniques. This early study looks at this experience and attempts to quantify some of the issues around this technology

Skills simulation is increasingly used as a training tool in postgraduate surgical training. Trainee's perception of the value of this experience has not previously been investigated. Our aim was to investigate the value of surgical simulation training delivered by an arthroscopy skills course. We constructed a subject-specific, self-assessment questionnaire based around the ISCP Peer Assessment Tool. The questionnaire was administered to candidates before and after attending the Plymouth Arthroscopy Skills Course. Participant demographic data was recorded. Questionnaire data was interrogated to give an overview of the course, as well as the benefit of site-specific skills stations. Statistical analysis showed the data to be normally distributed. The paired T-test was used to compare mean values. Twelve surgical trainees attended the course – CT2 trainees (n=4); ST3 trainees (n=7); ST4 trainee (n=1). 11 candidates completed both administered questionnaires giving a 92% response rate. The global mean score at the beginning of the course was 2.39. The global mean score at the end of the course was 3.90. The mean improvement was 1.51 (p<0.01; 95% CI = 0.96–2.07). Skill station specific scores all showed improvement with the greatest effect in wrist arthroscopy. CT trainees had a lower mean score compared to ST trainees. Both groups completed the course with similar mean scores. This study shows that arthroscopy simulation improves trainee-reported ratings of surgical skill. It also shows that less experienced candidates derived the greatest benefit from the training. Further research is required to compare self-assessed performance against objective benchmarks using validated assessment tools

Skills simulation is increasingly used as a training tool in postgraduate surgical training. Trainee's perception of the value of this experience has not previously been investigated. The aim of this investigation was to investigate the value of surgical simulation training delivered by an arthroscopy skills course. We constructed a subject-specific, self-assessment questionnaire based around the ISCP Peer Assessment Tool. The questionnaire was administered to candidates before and after attending the Plymouth Arthroscopy Skills Course. Participant demographic data was recorded. Questionnaire data was interrogated to give an overview of the course, as well as the benefit of site-specific skills stations. Statistical analysis showed the data to be normally distributed. The paired T-test was used to compare mean values. Twelve surgical trainees attended the course – CT2 trainees (n=4); ST3 trainees (n=7); ST4 trainee (n=1). 11 candidates completed both administered questionnaires giving a 92% response rate. The global mean score at the beginning of the course was 2.39. The global mean score at the end of the course was 3.90. The mean improvement was 1.51 (p<0.01; 95% CI= 0.96-2.07). Skill station specific scores all showed improvement with the greatest effect in wrist arthroscopy. CT trainees had a lower mean score compared to ST trainees. Both groups completed the course with similar mean scores. This study shows that arthroscopy simulation improves trainee-reported ratings of surgical skill. It also shows that less experienced candidates derived the greatest benefit from the training. Further research is required to compare self-assessed performance against objective benchmarks using validated assessment tools

Introduction. Motion analysis is a validated method of assessing technical dexterity within surgical skills centers. A more accessible and cost-effective method of skills assessment is to use a global rating scale (GRS). We aimed to perform a validation experiment to compare an arthroscopic GRS against motion analysis for monitoring orthopaedic trainees learning simulated arthroscopic meniscal repairs. Methods. An arthroscopic meniscal repair task on a knee simulator was set up in a bioskills laboratory. Nineteen orthopaedic trainees with no experience of meniscal repair were recruited and their performance assessed whilst undertaking a standardized meniscal repair on 12 occasions. An arthroscopic GRS, assessing parameters such as “depth perception,” “bimanual dexterity,” “instrument handling,” and “final product analysis” was used to evaluate technical skill. Performance was assessed blindly by watching video recordings of the arthroscopic tasks. Dexterity analysis was performed using a motion analysis tracking system which measured “time taken,” “total path length of the subject's hands,” and “number of hand movements”. Results. Motion analysis objectively defined the learning curves and demonstrated significant improvement in performance over the 12 tasks (p< 0.0001). The GRS demonstrated the same learning curve with a significant improvement in performance (p< 0.0001). Importantly, for each individual subject, there was significant improvement in performance as assessed by GRS over the 12 tasks (p< 0.0001). There was a moderate correlation (p< 0.0001) between GRS and all the motion analysis parameters (r values: time=−0.58, path length=−0.58, hand movements=−0.51). Conclusion. Established arthroscopic GRSs have not previously been used to monitor learning curves during complex arthroscopic tasks. The results demonstrate that both the GRS and motion analysis are able to detect performance improvement during such tasks. This further validates the arthroscopic GRS for use in monitoring individual trainees and has the advantage over motion analysis of being directly transferrable to the operating room

Introduction. Although the “learning curve” in surgical procedures is well recognized, little data exists documenting the accuracy of surgeons in performing individual steps of orthopedic procedures. In this study we have used a validated computer-based training system to measure variations instrument placement and alignment in TKA, specifically those relating to tibial preparation. Methods. Eleven trainees (surgical students, residents and fellows) were recruited to perform a series of 43 knee replacement procedures in a computerized training center. After initial instruction, each trainee performed a series of four TKA procedures in cadavers (n=2) and bone replicas (n=2) using a contemporary TKA instrument set and the assistance of an experienced surgical instructor. The Computerized Bioskills system was utilized to monitor the placement and orientation of the proximal tibial osteotomy and the tibial tray. Results. The tibial component was implanted with an average posterior slope of 3.2°±2.7°. In 14% of cases the tibial resection sloped anteriorly, and in another 5%, the posterior slope exceeded 10°. In 83% of trials, the trainees cut the tibia with less posterior slope than intended, ranging from −10.0° to +5.6° (average:−2.0°±4.0°). The average rotational orientation of the tibial component was 5.4°±5.3°of external rotation, however individual values ranged from 7.6°of int rot to 14.4°of ext rot. Overall, 19% of components were placed in internal rotation. Conclusions. Tibial preparation still presents significant difficulty to many less experienced surgeons, despite the use of modern instrumentation and careful didactic instruction. The errors measured in the computerized bioskills lab unfortunately replicate clinical cases often presenting with symptoms necessitating early revision,. Greater attention is needed to training of surgical skills and intraoperative assessment of component position to improve clinical outcomes of TKA

Orthopaedic surgery residents typically learn total knee arthroplasty (TKA) through an apprenticeship-type model, which is a necessarily slow process. If residents could learn the required technical and cognitive skills more quickly, they could make better use of reduced hours in the operating room, surgeons could teach at a higher level, patients could have shorter operating times with better outcomes, and the healthcare system would have reduced costs and better-trained surgeons. Surgical skills courses, using artificial bones, have been shown to improve technical and cognitive skills significantly within a couple of days. Computer-assisted surgery (CAS) provides real-time feedback and component position planning, leading to improved alignment and a shorter learning curve. Combining these two approaches challenges the participants to consider the same task in different contexts, promoting cognitive flexibility. We designed a hands-on educational intervention for junior residents incorporating a conventional tibiofemoral TKA station, two different tibiofemoral CAS stations and a conventional and CAS patellar resection station. The same implant system was used in all cases. Both qualitative and quantitative analyses were performed. Qualitatively, structured interviews before and after the course were analysed for recurring themes. Quantitatively, subjects were evaluated on their technical skills in a timed conventional TKA test before and after the course, and on their knowledge and error-detection skills after the course. Their performance was compared to senior residents who performed only the testing. Four themes emerged: increased confidence, improved awareness, deepening knowledge and changed perspectives. The residents' attitudes to CAS changed from negative before the course to neutral or positive after the course. They expected it to be difficult to use and found that it was easy. They originally distrusted the system, but came to think they would use it for their most difficult cases. The junior resident group improved their task completion rate from 23% to 75% of tasks (p<0.01), compared to 45% of tasks completed by the senior resident group. As a result of the course, the residents will be more aware what to focus on in the operating room. High impact educational interventions, promoting cognitive flexibility and including real-time feedback from computer-assisted surgery simulations, would benefit trainees, surgeons, the healthcare system and patients