Abstract
Teaching and education have been intimately linked to the practice of medicine since its inception. Teaching allows practicing surgeons a change to solidify and improve their own skills while developing relationships with students and giving back to the profession as a whole. Historically, little attention has been paid to methods of teaching. Recent research has emphasized learning models and new techniques of feedback for improving learner acquisition in surgical practice. These techniques are simple, quick, and easy to incorporate in daily life. Surgical simulation has been proposed as a way to increase trainee experience and competence while minimizing potential harm to patients. Simulation has great potential for improving surgical education in the future, but is not widely available or refined at this time.
Keywords
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Wilson FC. Residents as teachers. J Bone Joint Surg Am. 2001;83-A(9):1441–3.
Emery SE, Guss D, Kuremsky MA, Hamlin BR, Herndon JH, Rubash HE. Resident education versus fellowship training-conflict or synergy? AOA critical issues. J Bone Joint Surg Am. 2012;94(21):e159.
Langsley DG. Medical specialty credentialing in the United States. Clin Orthop Relat Res. 1990;(257):22–8.
History of the American Board of Orthopedic Surgery 2017 [cited 2017 January 10]. Available from: https://www.abos.org/about-abos/history.aspx.
Peabody TD. Those who can, do-those who can, teach: AOA critical issues. J Bone Joint Surg Am. 2013;95(19):e1431–3.
Levine WN, Spang RC. ACGME duty hour requirements: perceptions and impact on resident training and patient care. J Am Acad Orthop Surg. 2014;22(9):535–44.
Baskies MA, Ruchelsman DE, Capeci CM, Zuckerman JD, Egol KA. Operative experience in an Orthopedic surgery residency program: the effect of work-hour restrictions. J Bone Joint Surg Am. 2008;90(4):924–7.
Pappas AJ, Teague DC. The impact of the accreditation council for graduate medical education work-hour regulations on the surgical experience of Orthopedic surgery residents. J Bone Joint Surg Am. 2007;89(4):904–9.
Choma NN, Vasilevskis EE, Sponsler KC, Hathaway J, Kripalani S. Effect of the ACGME 16-hour rule on efficiency and quality of care: duty hours 2.0. JAMA Intern Med. 2013;173(9):819–21.
Ahmed M, Arora S, Russ S, Darzi A, Vincent C, Sevdalis N. Operation debrief: a SHARP improvement in performance feedback in the operating room. Ann Surg. 2013;258(6):958–63.
Capozzi JD, Rhodes R. Residency training. J Bone Joint Surg Am. 2000;82(9):1356–7.
Edelstein AI, Lovecchio FC, Saha S, Hsu WK, Kim JY. Impact of resident involvement on Orthopedic surgery outcomes: an analysis of 30,628 patients from the American College of Surgeons National Surgical Quality Improvement Program Database. J Bone Joint Surg Am. 2014;96(15):e131.
Reznick RK, MacRae H. Teaching surgical skills--changes in the wind. N Engl J Med. 2006;355(25):2664–9.
Roberts NK, Williams RG, Kim MJ, Dunnington GL. The briefing, intraoperative teaching, debriefing model for teaching in the operating room. J Am Coll Surg. 2009;208(2):299–303.
Roberts NK, Brenner MJ, Williams RG, Kim MJ, Dunnington GL. Capturing the teachable moment: a grounded theory study of verbal teaching interactions in the operating room. Surgery. 2012;151(5):643–50.
Mayer RE. Should there be a three-strikes rule against pure discovery learning? the case for guided methods of instruction. Am Psychol. 2004;59(1):14–9.
Cox SS, Swanson MS. Identification of teaching excellence in operating room and clinic settings. Am J Surg. 2002;183(3):251–5.
Blom EM, Verdaasdonk EG, Stassen LP, Stassen HG, Wieringa PA, Dankelman J. Analysis of verbal communication during teaching in the operating room and the potentials for surgical training. Surg Endosc. 2007;21(9):1560–6.
Pernar LI, Breen E, Ashley SW, Peyre SE. Preoperative learning goals set by surgical residents and faculty. J Surg Res. 2011;170(1):1–5.
Iwaszkiewicz M, Darosa DA, Risucci DA. Efforts to enhance operating room teaching. J Surg Educ. 2008;65(6):436–40.
Snyder RA, Tarpley MJ, Tarpley JL, Davidson M, Brophy C, Dattilo JB. Teaching in the operating room: results of a national survey. J Surg Educ. 2012;69(5):643–9.
Jensen AR, Wright AS, Kim S, Horvath KD, Calhoun KE. Educational feedback in the operating room: a gap between resident and faculty perceptions. Am J Surg. 2012;204(2):248–55.
El Boghdady M, Alijani A. Feedback in surgical education. Surgeon. 2017;15(2):98–103.
French JC, Colbert CY, Pien LC, Dannefer EF, Taylor CA. Targeted feedback in the milestones era: utilization of the ask-tell-ask feedback model to promote reflection and self-assessment. J Surg Educ. 2015;72(6):e274–9.
Grantcharov TP, Schulze S, Kristiansen VB. The impact of objective assessment and constructive feedback on improvement of laparoscopic performance in the operating room. Surg Endosc. 2007;21(12):2240–3.
Ahmed M, Sevdalis N, Vincent C, Arora S. Actual vs perceived performance debriefing in surgery: practice far from perfect. Am J Surg. 2013;205(4):434–40.
McKendy KM, Watanabe Y, Lee L, Bilgic E, Enani G, Feldman LS, et al. Perioperative feedback in surgical training: a systematic review. Am J Surg. 2017;214(1):117–26.
Barnett PB. Rapport and the hospitalist. Am J Med. 2001;111(9B):31S–5S.
Atesok K, Mabrey JD, Jazrawi LM, Egol KA. Surgical simulation in Orthopedic skills training. J Am Acad Orthop Surg. 2012;20(7):410–22.
Michelson JD. Simulation in Orthopedic education: an overview of theory and practice. J Bone Joint Surg Am. 2006;88(6):1405–11.
Karam MD, Pedowitz RA, Natividad H, Murray J, Marsh JL. Current and future use of surgical skills training laboratories in Orthopedic resident education: a national survey. J Bone Joint Surg Am. 2013;95(1):e4.
Ko JW, Lorzano A, Mirarchi AJ. Effectiveness of a microvascular surgery training curriculum for Orthopedic surgery residents. J Bone Joint Surg Am. 2015;97(11):950–5.
Moktar J, Popkin CA, Howard A, Murnaghan ML. Development of a cast application simulator and evaluation of objective measures of performance. J Bone Joint Surg Am. 2014;96(9):e76.
Moktar J, Bradley CS, Maxwell A, Wedge JH, Kelley SP, Murnaghan ML. Skill acquisition and retention following simulation-based training in Pavlik harness application. J Bone Joint Surg Am. 2016;98(10):866–70.
Howells NR, Auplish S, Hand GC, Gill HS, Carr AJ, Rees JL. Retention of arthroscopic shoulder skills learned with use of a simulator. Demonstration of a learning curve and loss of performance level after a time delay. J Bone Joint Surg Am. 2009;91(5):1207–13.
Fonseca AL, Evans LV, Gusberg RJ. Open surgical simulation in residency training: a review of its status and a case for its incorporation. J Surg Educ. 2013;70(1):129–37.
Andersen DK. How can educators use simulation applications to teach and assess surgical judgment? Acad Med. 2012;87(7):934–41.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Miller, D.J., Moutzouros, V.(. (2019). Surgical Training and Education. In: Makhni, E., Makhni, M., Swart, E., Bush-Joseph, C. (eds) Orthopedic Practice Management. Springer, Cham. https://doi.org/10.1007/978-3-319-96938-1_12
Download citation
DOI: https://doi.org/10.1007/978-3-319-96938-1_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-96937-4
Online ISBN: 978-3-319-96938-1
eBook Packages: MedicineMedicine (R0)