As residency training programmes around the globe
move towards competency-based medical education (CBME), there is
a need to review current teaching and assessment practices as they
relate to education in orthopaedic trauma. Assessment is the cornerstone
of CBME, as it not only helps to determine when a trainee is fit
to practice independently, but it also provides feedback on performance
and guides the development of competence. Although a standardised
core knowledge base for trauma care has been developed by the leading
national accreditation bodies and international agencies that teach
and perform research in orthopaedic trauma, educators have not yet established
optimal methods for assessing trainees’ performance in managing
orthopaedic trauma patients. This review describes the existing knowledge from the literature
on assessment in orthopaedic trauma and highlights initiatives that
have recently been undertaken towards CBME in the United Kingdom,
Canada and the United States. In order to support a CBME approach, programmes need to improve
the frequency and quality of assessments and improve on current
formative and summative feedback techniques in order to enhance
resident education in orthopaedic trauma. Cite this article:
Primary total knee arthroplasty (TKA) is a reliable
procedure with reproducible long-term results. Nevertheless, there
are conditions related to the type of patient or local conditions
of the knee that can make it a difficult procedure. The most common
scenarios that make it difficult are discussed in this review. These
include patients with many previous operations and incisions, and
those with severe coronal deformities, genu recurvatum, a stiff knee,
extra-articular deformities and those who have previously undergone
osteotomy around the knee and those with chronic dislocation of
the patella. Each condition is analysed according to the characteristics of
the patient, the
