Measuring medical education and curriculum during orthopedic surgical residency1

Expansion of the Coordinator Role in Orthopaedic Residency Program Management

“…Although the current literature addresses the evolution of orthopaedic residency education [2,3,6,8,9], proposals to improve orthopaedic surgery GME [16], evaluative tools [5,7,10,19,20], and the impact of requirements and regulations from a clinician's perspective [4,11,15], there is virtually no discussion regarding management of the administrative burden associated with these expansions and the director-coordinator relationship. Specifically, there is a paucity of literature on the evolution of the Association of Residency Coordinators in Orthopaedic Surgery (ARCOS) and its effort to increase the level of professionalism in the field.…”

A Role Delineation Study of Hand Surgery in the USA: Assessing Variations in Fellowship Training and Clinical Practice

“…In similar fashion, a standard curriculum for hand surgery education should stipulate that programs be evaluated on the adequacy of exposure their trainees receive to essential skills and knowledge. However, the ability to achieve standardization of curricula and benchmarks for sufficient exposure to components of such standardized curricula is contingent on the leadership of hand surgery in the three involved specialties establishing prerequisite standards for entering hand fellowships, such as achieving better balance in exposure to hand-related knowledge during residency and determining the appropriate structure for education (e.g., fellowship models vs. early specialization models) in their respective disciplines in order to meet the requirements of a standardized curriculum [14,30]. In disciplines similar to hand surgery in which the areas of clinical expertise encompass skills and knowledge common to more than one primary specialty, conjoint boards have been a repeatedly used approach for allowing professionals in such disciplines to set educational standards in concert with their respective primary boards [20,24].…”

What Is Our Identity? What Is Our Destiny?

“…In 2004, Kragh and his coauthors measured teaching and learning in orthopedics residencies and identified areas in need of redress. 10 Surgeons' interests were not guided by students' needs. Surgeons taught subjects of their own interest, disregarding resident needs, and taught little outside of their own interests.…”