Editorial Commentary: Defining Proficiency in Hip Arthroscopic Surgery Is Facing Its Own Learning Curve

Almasri, Mahmoud; Ayeni, Olufemi R.

doi:10.1016/j.arthro.2020.08.028

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…To reach the level of an expert, it was estimated that 230 procedures are needed for elbow arthroscopy [23] and approximately 500 arthroscopies are needed for hip arthroscopies [12, 18]. However, the number required to achieve competence is very difficult to specify and is thus wide‐ranging [1, 21]. As the number of procedures is seen very critically as a benchmark for surgical competence, it is reasonable to question whether it may be better to test manual skills using a simulator.…”

Section: Introductionmentioning

confidence: 99%

The number of arthroscopies performed by trainees does not deduce the level of their arthroscopic proficiency

Anetzberger

Kugler²,

John³

et al. 2023

Knee surg. sports traumatol. arthrosc.

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Purpose It is reasonable to question whether the case volume is a suitable proxy for the manual competence of an arthroscopic surgeon. The aim of this study was to evaluate the correlation between the number of arthroscopies previously performed and the arthroscopic skills acquired using a standardized simulator test. Methods A total of 97 resident and early orthopaedic surgeons who participated in arthroscopic simulator training courses were divided into ive groups based on their self-reported number of arthroscopic surgeries: (1) none, (2) < 10, (3) 10 to 19, (4) 20 to 39 and (5) 40 to 100. Arthroscopic manual skills were evaluated with a simulator by means of the diagnostic arthroscopy skill score (DASS) before and after training. Seventy-ive points out of 100 must be achieved to pass the test. Results In the pretest, only three trainees in group 5 passed the arthroscopic skill test, and all other participants failed. Group 5 (57 ± 17 points; n = 17) scored signiicantly higher than the other groups (group 1: 30 ± 14, n = 20; group 2: 35 ± 14, n = 24; group 3: 35 ± 18, n = 23; and group 4: 33 ± 17, n = 13). After a two-day simulator training, trainees showed a signiicant increase in performance. In group 5, participants scored 81 ± 17 points, which was signiicantly higher than the other groups (group 1: 75 ± 16; group 2: 75 ± 14; group 3: 69 ± 15; and group 4: 73 ± 13). While self-reported arthroscopic procedures were n.s. associated with higher log odds of passing the test (p = 0.423), the points scored in the pretest were found to be a good predictor of whether a trainee would pass the test (p < 0.05). A positive correlation was observed between the points scored in the pretest and the posttest (p < 0.05, r = 0.59, r 2 = 0.34). Conclusions The number of previously performed arthroscopies is not a reliable indicator of the skills level of orthopaedic residents. A reasonable alternative in the future would be to verify arthroscopic proiciency on the simulator by means of a score as a pass-fail examination. Level of evidence III.

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Section: Introductionmentioning

confidence: 99%

The number of arthroscopies performed by trainees does not deduce the level of their arthroscopic proficiency

Anetzberger

Kugler²,

John³

et al. 2023

Knee surg. sports traumatol. arthrosc.

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Post-Related Complications in Hip Arthroscopy Are Reported Significantly Greater in Prospective Versus Retrospective Literature: A Systematic Review

Wininger¹,

Mei-Dan²,

Ellis³

et al. 2022

Arthroscopy: The Journal of Arthroscopic & Related Surgery

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Practice and application of learning curve theory in improving prescription review skills in standardized training for pharmacists in medical institutions

Xu,

He,

et al. 2024

Preprint

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Objective To explore the practice and application of learning curve theory in improving prescription review skills in standardized training for pharmacists in medical institutions, and to provide reference for enhancing the effectiveness of standardized training for pharmacists in medical institutions. Method A retrospective analysis was conducted on the relevant data of 20 students who participated in our hospital's standardized pharmacist training in 2022 and 2023 during their prescription review practice learning process. The prescription review practice learning process is divided into 10 stages, with 100 prescriptions in each stage. Three indicators, namely the time spent on the review operation (A1), the accuracy of the review result judgment (A2), and the proficiency of the review system operation (A3), are quantified. The cumulative sum control chart method of binary variables (CUSUM) is used to establish the benchmark target value of the evaluation indicators and the success rate standard of the evaluation indicators. The cumulative sum of the evaluation indicators of the research object is calculated (∑=A1 + A2 + A3), and a learning curve is drawn. The polynomial curve is fitted, and the fitting function y is differentiated and the derivative is obtained. The derivative value of each stage corresponds to the slope k of each point on the fitting curve. When the value of k changes from positive to negative, it successfully crosses the learning curve. Results Through accumulation and analysis, the scatter plot was fitted with a curve to obtain the best fitting model. The fitted curve reached a peak crossing in the sixth stage of prescription review, and the curve changed from rising to falling from this point. The k value of the curve was negative, and the prescription review ability crossed the learning curve. Prescription review learning transitioned from the improvement stage to the proficiency stage. Conclusion With the accumulation of prescription review sheets, the prescription review ability and proficiency of the trainees gradually improve. After the sixth stage, they reach proficiency, and the time spent is significantly shortened compared to the learning stage. The accuracy of the review results is significantly improved, and the system operation proficiency meets the standard. By studying the learning curve, regulatory training institutions can provide teachers with a more scientific reference, which can serve as an evaluation standard for the effectiveness of standardized training in pharmacist prescription review.

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Editorial Commentary: Defining Proficiency in Hip Arthroscopic Surgery Is Facing Its Own Learning Curve

Cited by 3 publications

References 9 publications

The number of arthroscopies performed by trainees does not deduce the level of their arthroscopic proficiency

The number of arthroscopies performed by trainees does not deduce the level of their arthroscopic proficiency

Post-Related Complications in Hip Arthroscopy Are Reported Significantly Greater in Prospective Versus Retrospective Literature: A Systematic Review

Practice and application of learning curve theory in improving prescription review skills in standardized training for pharmacists in medical institutions

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