Orthopedic boot camp: Examining the effectiveness of an intensive surgical skills course

Sonnadara, Ranil; Vliet, Aaron Van; Safir, Oleg; Alman, Benjamin A.; Ferguson, Peter C.; Kraemer, William J.; Reznick, Richard K.

doi:10.1016/j.surg.2010.11.011

Cited by 125 publications

(96 citation statements)

References 21 publications

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“…In addition to simulation, the competency-based curriculum training program uses focused teaching curricula, intensive summative and formative feedback sessions, and multiple assessment tools in the clinical environment to assess trainee competence. Augmented learner and trainer satisfaction has been accompanied by direct evidence of improved and more effective learning outcomes in the competency-based curriculum residents [14,15]. In previous work we have shown that enrolling trainees in the month-long, laboratory-based training course (Boot Camp) at the onset of the competencybased curriculum greatly enhances the knowledge and skills of new trainees up to the level of senior residents [12,15].…”

Section: Introductionmentioning

confidence: 98%

“…Simulation-based training allows trainees to practice skills in a low-pressure environment, without risk to patients, and allows trainees to make and learn from mistakes before they occur in surgery [13]. Previous research has shown that simulation can be highly effective for learning technical and nontechnical surgical skills [3,4,9,[14][15][16][17] and that the skills learned can transfer to clinical settings [5]. Furthermore, simulation-based training can shorten the learning curve, enhance later intraoperative learning [8,14], and improve patient outcomes [19].…”

Section: Introductionmentioning

confidence: 99%

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Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

Nousiainen

McQueen

Ferguson

et al. 2016

Clinical Orthopaedics &Amp; Related Research

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Background Although simulation-based training is becoming widespread in surgical education and research supports its use, one major limitation is cost. Until now, little has been published on the costs of simulation in residency training. At the University of Toronto, a novel competency-based curriculum in orthopaedic surgery has been implemented for training selected residents, which makes extensive use of simulation. Despite the benefits of this intensive approach to simulation, there is a need to consider its financial implications and demands on faculty time. Questions/purposes This study presents a cost and faculty work-hours analysis of implementing simulation as a teaching and evaluation tool in the University of Toronto's novel competency-based curriculum program compared with the historic costs of using simulation in the residency training program. Methods All invoices for simulation training were reviewed to determine the financial costs before and after implementation of the competency-based curriculum. Invoice items included costs for cadavers, artificial models, skills laboratory labor, associated materials, and standardized patients. Costs related to the surgical skills laboratory rental fees and orthopaedic implants were waived as a result of special arrangements with the skills laboratory and implant vendors. Although faculty time was not reimbursed, faculty hours dedicated to simulation were also evaluated. The academic year of 2008 to 2009 was chosen to represent an academic year that preceded the introduction of the competency-based curriculum. During this year, 12 residents used simulation for teaching. The academic year of 2010 to 2011 was chosen to represent an academic year when the competency-based curriculum training program was functioning parallel but separate from the regular stream of training. In this year, six residents used simulation for teaching and assessment. The academic year of 2012 to 2013 was chosen to represent an academic year when simulation was used equally among the competencybased curriculum and regular stream residents for teaching 123 Clin Orthop Relat Res (2016) 474:935-944 DOI 10.1007/s11999-015-4512-6 Clinical Orthopaedics and Related Research ® A Publication of The Association of Bone and Joint Surgeons® (60 residents)and among 14 competency-based curriculum residents and 21 regular stream residents for assessment. Results The total costs of using simulation to teach and assess all residents in the competency-based curriculum and regular stream programs (academic year 2012-2013) (CDN 155,750, USD 158,050) were approximately 15 times higher than the cost of using simulation to teach residents before the implementation of the competencybased curriculum (academic year 2008-2009) (CDN 10,090, USD 11,140). The number of hours spent teaching and assessing trainees increased from 96 to 317 hours during this period, representing a threefold increase. Conclusions Although the financial costs and time demands on faculty in running the simulation program in...

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

Nousiainen

McQueen

Ferguson

et al. 2016

Clinical Orthopaedics &Amp; Related Research

Self Cite

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“…ICs have been adopted in medical and health professions education [25,26]. Sonnadara and colleagues found the IC model ‘highly effective at teaching and developing targeted surgical skills in first-year orthopaedic residents’ [26, p.745].…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Sonnadara and colleagues found the IC model ‘highly effective at teaching and developing targeted surgical skills in first-year orthopaedic residents’ [26, p.745]. In fact, these authors recommend adoption of an intensive ‘bootcamp’ model at the beginning of residency to develop requisite technical skills [26, p.748]. IC models have been successfully used in other pre-residency and final year medical school courses, including musculoskeletal injury management in primary care [27], colonoscopy training [28], and surgical specialty skills preceding surgical residency [29].…”

Section: Introductionmentioning

confidence: 99%

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Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education

McDonald

Harwood

Butler

et al. 2017

Medical Education Online

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Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions. Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters

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Intra‐operative Complications

Lischer¹,

Mählmann²

2022

Fractures in the Horse

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Orthopedic boot camp: Examining the effectiveness of an intensive surgical skills course

Cited by 125 publications

References 21 publications

Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education

Intra‐operative Complications

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