Abstract. Introduction. Challenges in surgical training have led to the exploration of technologies such as augmented reality (AR), which present novel approaches to teaching orthopaedic procedures to medical students. The aim of this double-blinded randomised-controlled trial was to compare the validity and training effect of AR to traditional teaching on medical students’ understanding of total knee arthroplasty (TKA). Methodology. Twenty medical students from 7 UK universities were randomised equally to either intervention or control groups. The control received a consultant-led teaching session and the intervention received training via Microsoft HoloLens, where surgeons were able to project virtual information over physical objects. Participants completed written knowledge and practical exams which were assessed by 2 orthopaedic consultants. Training superiority was established via 4 quantitative outcome measures: OSATS scores, a checklist of TKA-specific steps, procedural time, and written exam scores. Qualitative feedback was evaluated using a 5-point Likert scale. Results. AR training was superior in teaching basic technical proficiency and understanding of TKA, with the intervention group significantly outperforming the control group in 3 metrics [OSATS (38.6%, p=0.021), checklist (33%, p=0.011) and written exam (54.5%, p=0.001)]. Procedural time was equivalent between cohorts (p=0.082). AR was rated as significantly more enjoyable (p=0.044), realistic (p=0.003), easy to understand (p=0.040), and proficient in teaching (p=0.02). Conclusion. In this adequately powered, double-blinded randomised-controlled trial, AR training demonstrated substantially improved translational technical skills and knowledge needed to understand TKA over traditional learning in medical students. Additionally, the results showed face, content, and transfer validity for AR in surgical training

Introduction. The demands placed upon joint surgeons are perhaps greatest when treating the revision arthroplasty patient, who present with complications demanding skill in diagnosis and evaluation, interpersonal communication and the technical aspects of the revision procedure. However, little information exists identifying which specific tasks in revision arthroplasty are most difficult for surgeons to master, and whether the greatest challenges arise from clinical, cognitive or technical facets of patient treatment. This study was undertaken to identify which tasks associated with revision total knee replacement (TKR) are perceived as most challenging to young surgeons and trainees to guide future efforts in surgical training and curriculum development. Methods. We developed an online survey instrument consisting of 69 items encompassing pre-operative, intraoperative, and post-operative tasks that preliminary studies identified as the essential components of revision TKR. These tasks encompassed 4 domains: clinical decision-making skills (n=9), interpersonal assessment and communication (n=7), surgical decision-making (n=35) and procedural surgical tasks (n=18). Respondents rated the difficulty of each item on a 5-level Likert scale, with an ordinal score ranging from 1 (“very easy”) to 5 (“very difficult”. The survey instrument was administered to a cohort of 109 US surgeons: 31 trainees enrolled in a joint fellowship program (Fellows) and 78 surgeons who had graduated from a joint fellowship program within the previous 10 years (Joint Surgeons). Using appropriate parametric and non-parametric tests, the responses were analyzed to examine the variation of reported difficulty of each of the 69 items, in addition to the nature of the task (cognitive, surgical, clinical and interpersonal), and differences between Fellows and Surgeons. Results. Both Fellows and Surgeons reported a wide variation in the difficulty of performing the tasks identified in each f the 4 domains. Fellows reported a higher average difficulty score than Surgeons (2.94 vs 2.74; p=0.032), corresponding to a greater frequency of tasks entailing some degree of difficulty (34.9% vs 24.4%, p<0.0001). Both groups experienced difficulty in performing tasks involving interpersonal interaction with patients (Fellows: 34.6% vs Surgeons: 34.3%, p=0.93). Fellows also found the technical aspects of revision surgery most challenging with 38.5% of items considered difficult compared to 28.7% for the Surgeon group (p<0.001). Highly significant differences between Fellows and Surgeons were also observed in facility with surgical decision making (p<0.001) and to a lesser extent, clinical decisions relating to patient care (% difficulty: p=0.0251). A compilation of the specific items cited as most difficult by the participants appears in Table 2. Conclusions. The young surgeons surveyed in this study reported difficulty in performing some tasks within both the clinical, cognitive and technical domains of revision knee arthroplasty. The high incidence of difficulty in tasks involving clinical decision-making and operative performance are characterized by a lack of accepted guidelines and the lack of a standard surgical practice. In general, our findings highlight the need for improvements in surgeon training to improve decision-making and procedural skills as part of the comprehensive management of patients undergoing revision knee arthroplasty. For any figures or tables, please contact authors directly

Rheumatology and Musculoskeletal Sciences, NIHR Biomedical Research Unit, University of Oxford and the Nuffield Orthopaedic Hospital, Oxford. Purpose. The aim of this study was to use motion analysis to objectively study the learning curve of surgical trainees performing arthroscopic meniscal repair on a training model in a skills laboratory. Background. With improving technology and an appreciation of its likely chondroprotective effects, meniscal repair surgery is becoming more common. It remains a difficult procedure and is not routinely learnt during surgical training. Methodology. 19 orthopaedic surgical trainees watched an instructional video of a meniscal repair method (Smith & Nephew Fast-Fix) and then performed 12 meniscal repair episodes on a ‘sawbones’ knee simulator with a standardised lateral meniscal tear. The 12 repair episodes were performed during over a 3 week period. A validated motion analysis system was used to record: distance travelled by each hand; number of hand movements; and time taken to complete the task. Results. Time taken, number of hand movements and total path travelled all showed improvements over the twelve episodes. Time taken improved by 34%, Total path travelled by 21%, and Hand movements improved by 27% for the camera hand (right) and 19% for the instrument hand (left). There was evidence of plateau on the learning curve over the 12 episodes, with larger improvements in measured outcomes over the initial episodes compared to the last episodes. Conclusion. This study objectively demonstrates a learning curve for surgeons performing arthroscopic meniscal repair in a skills laboratory. It indicates the benefits to surgical trainees of practicing such arthroscopic techniques in a skills centre prior to progressing to the operating theatre

Aims

Inadvertent soft tissue damage caused by the oscillating saw during total knee arthroplasty (TKA) occurs when the sawblade passes beyond the bony boundaries into the soft tissue. The primary objective of this study is to assess the risk of inadvertent soft tissue damage during jig-based TKA by evaluating the excursion of the oscillating saw past the bony boundaries. The second objective is the investigation of the relation between this excursion and the surgeon’s experience level.

Aims

The aim of this to study was to compare the previously unreported long-term survival outcome of the Oxford medial unicompartmental knee arthroplasty (UKA) performed by trainee surgeons and consultants.