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.

Purpose: Surgical trainees develop psychomotor skills using various techniques, with simulators providing safe practicing environments. There has been no development of virtual simulators with haptics (force feedback) that allow residents to practice the open surgical fixation of common orthopedic fractures. The main purpose of this study was to assess if residents performed similarly on a newly developed virtual simulator as on a Sawbones simulator using a modified checklist and global rating scale. Secondary purposes were to assess the reliability and validity of these procedural measurement tools.

Method: A stratified randomized within-subjects study was performed with 22 surgical trainee volunteers. They were randomized to first perform surgical fixation of the ulna using either the virtual or Sawbones simulator, and then performed the same procedure on the other simulator. Evaluators completed a task-specific checklist, global rating scale (GRS), total error score and time to completion for each participant on both simulators.

Results: The participants achieved significantly better scores on the virtual simulator compared to the Sawbones simulator (p0.8), except in time to completion. When combined, the checklist and GRS maintained high levels of internal consistency (Cronbach’s a > 0.80) and inter-rater reliability (intraclass coefficient > 0.90) for both simulators. A Pearson’s product moment correlation was used to demonstrate criterion validity of the measurement tools. They were all significantly correlated to each other within simulators (p0.9), while the virtual simulator achieved construct validity for the GRS and total error score (p1.1).

Conclusion: The modified procedural measurement tools demonstrate reliability and validity and the virtual simulator shows evidence of construct validity. These tools were used to evaluate participants, demonstrating the achievement of better scores on the virtual simulator compared to the Sawbones simulator. The only concern at this time is that the procedural measurement tool scores do not correlate between simulators. The newly developed virtual ulna surgical fixation simulator with haptics shows promise for helping surgical trainees learn and practice basic skills, but requires further modifications before it can attain the same standards as the current gold standard simulators.