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Orthopaedic residents typically learn to perform total knee arthroplasty (TKA) through an apprenticeship-type model, which is a necessarily slow process. Surgical skills courses, using artificial bones, have been shown to improve technical and cognitive skills significantly within a couple of days. The addition of computer-assisted surgery (CAS) simulations challenges the participants to consider the same task in a different context, promoting cognitive flexibility. We designed a hands-on educational intervention for junior residents with a conventional tibiofemoral TKA station, two different tibiofemoral CAS stations, and a CAS and conventional patellar resection station, including both qualitative and quantitative analyses. Qualitatively, structured interviews before and after the course were analyzed for recurring themes. Quantitatively, subjects were evaluated on their technical skills before and after the course, and on a multiple-choice knowledge test and error detection test after the course, in comparison to senior residents who performed only the testing. Four themes emerged: confidence, awareness, deepening knowledge and changed perspectives. The residents' attitudes to CAS changed from negative before the course to neutral or positive afterwards. The junior resident group completed 23% of tasks in the pre-course skills test and 75% of tasks on the post-test ( p < 0.01), compared to 45% of tasks completed by the senior resident group. High-impact educational interventions, promoting cognitive flexibility, would benefit trainees, attending surgeons, the healthcare system and patients.

This paper presents a framework for using virtual worlds in the construction of teaching platforms for just-in-time training. In the critical economic situation that many companies are currently living, the need to update skills without leaving the workplace has become urgent. Employees are demanding training for higher performances, knowledge and skills, without requesting time to attend university, or leaving their work behind. In this context, the use of virtual worlds has become the way knowledge is shared and accessed, as virtual groups become learning communities. The potential of Second Life as a space to learn and be trained are explored. The characteristics and capabilities of virtual worlds for teaching and learning are examined, the role of the virtual tutor is analyzed, and further areas of research and development are presented

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This paper presents findings from a two-year pilot project into the use of ePortfolios as a tool for assessment in a two year, field-oriented, inquiry-based teacher preparation program. Participants consisted of five cohorts of pre-service student teachers and five instructors; interviews, focus groups, artifacts, and project meetings provided the raw data for analysis. The originality of this work rests in the importance of establishing an eJournal to accompany the ePortfolio. Based on our findings in this action research study, we challenge and add to the existing ePortfolio literature around such issues as ePortfolio project design, process vs. product, the use of templates, social software, and documentation. Résumé : Cet article présente les résultats d’un projet pilote de deux ans portant sur l’utilisation des portfolios électroniques comme outil d’évaluation au sein d’un programme de préparation des enseignants axé sur la recherche et la pratique d’une durée de deux ans. Les participants se composaient de cinq cohortes d’étudiants en enseignement non encore sur le marché du travail ainsi que de cinq instructeurs; les données brutes qui ont été analysées proviennent d’entretiens, de groupes de discussion, d’artefacts et de réunions de projet. L’originalité de ce travail réside dans l’importance attachée à la création d’un journal électronique pour accompagner le portfolio. Sur la base de nos conclusions dans cette étude de recherche appliquée, nous remettons en question la documentation existante tout en y contribuant sur des sujets tels que la conception du projet de portfolio électronique, la comparaison du processus et du produit, l’utilisation de modèles, les logiciels sociaux et la documentation.