Surgical complications are common and frequently preventable. The introduction of the WHO Surgical Safety Checklist has improved surgical outcomes. WHO guidelines reduce, but do not prevent errors. Successful arthroplasty surgery requires strict infection control measures. We observed a single surgical team to see if errors caused by operating room personnel were covered by the WHO Checklist. Two independent observers studied compliance of WHO Checklists and operating room etiquette, for one surgical team. All operating room personnel were observed during thirteen arthroplasties (hips and knees) from induction to recovery. All Personnel were blinded to the purpose of this study. Data was categorised into errors with WHO checklists and operating room etiquette.Purpose
Method
Students attend operating room sessions throughout their medical school training and are often given the opportunity to scrub and assist during the surgery. Many students have no or very little formal teaching in operating room etiquette, which leads to last minute on the job training from operating room staff. This study aimed to identify if there was any difference between the students knowledge, technique and competency in operating room etiquette skills between two groups of students who received different methods of teaching. Thirty three 2nd year medical students, that had no previous exposure to operating room etiquette, were recruited for this study. There was variation in their age 18 to 27 years (mean SD years; 19.7 1.9). All students were initially observed scrubbing, gowning and gloving using their baseline knowledge. Their technique was scored using the Dundee University Assessment Sheet and each students knowledge was tested using a spot the mistake quiz. The students were ranked on initial competency then using randomised stratification, separated into two groups. Group One received traditional teaching by operating room staff. Group Two was taught using the new operating room etiquette course, which includes a power point presentation, a video and a practical session. Both groups knowledge and practical skills were reassessed following their teaching. The assessment was repeated at 3 months using the same method, to measure longer-term learning.Purpose
Method
