Teaching speed in the operative theatre: Should case duration benchmark efficiency in general surgical residency programs?

Semien, George; Wexner, Trevor; David, M; Nandigam, Manideep; Montorfano, Lisandro; Perez, Federico; Stahl, J; Gobrial, Wagih W.

doi:10.1016/j.pcorm.2016.05.001

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…The increase in surgical duration leads to increase in cost burden. Hands-on experience is required for adequate training of surgical residents 2 …”

Section: Introductionmentioning

confidence: 99%

A study of attributable variables impacting orthopedic trauma surgical training

Shukla¹,

Champawat²,

Jain³

2019

Chinese Journal of Traumatology

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PurposeIn medical colleges, resident training programs must provide adequate surgical experiences, making them qualified at the end of residency program. It is generally believed that it would take more time for a surgical resident to perform surgical procedures than a board-certified surgeon. There is no current benchmark with regards to operative time and surgical cases involving orthopedic surgery residents. In this study, we focused on two key aspects of surgical training variables, namely, surgical duration & C-arm shoots when the procedure is done by a faculty surgeon in comparison to done by an orthopedic resident under supervision of faculty surgeon.MethodsIt is an observational prospective study, we observed patients undergoing 1 of 5 common orthopedic trauma operations in a community teaching hospital. We recorded two variables, ‘skin to skin’ surgical duration & number of image intensifier television/C-arm shoots of faculty surgeons and orthopedic resident (postgraduate-3yr) under supervision of faculty surgeon. We calculated mean difference of two variables with or without resident & determined statistical significance, we also compared functional outcome at final follow-up.ResultsThe total number of procedure observed was 402. On observing summarized results of all surgical procedures, faculty surgeons took on an average 33 min lesser (p < 0.05) & on an average 37 lesser number of shoots (p < 0.05) than resident surgeons. The difference in surgical duration tended to increase with the greater complexity of the surgical dissection. The difference in number of C-arm shoots tended to increase with the increase in surgical duration in closed procedures. In all the five procedures there was no significant difference (p > 0.05) in functional outcome of cases performed by faulty surgeon and resident.ConclusionLittle data has been previously published regarding the impact of teaching orthopedic resident in operating room. We demonstrate that resident participation increases the procedure time for commonly performed orthopedic procedures and also the number of C-arm shoots, hence there is a need for technical training facilities outside the operating room such as in cadaveric labs, saw bone labs & virtual surgery simulation. Also the preoperative plan should be thoroughly discussed by faculty surgeon with residents.

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“…The increase in surgical duration leads to increase in cost burden. Hands-on experience is required for adequate training of surgical residents 2 …”

Section: Introductionmentioning

confidence: 99%

A study of attributable variables impacting orthopedic trauma surgical training

Shukla¹,

Champawat²,

Jain³

2019

Chinese Journal of Traumatology

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“…In the study of music education based on musical emotional experience, some scholars put forward the emotional network teaching in music education based on emotional psychology to realize the emotional experience in music education. The dynamic network only emphasizes the importance of emotional factors in teaching and it is only based on the research of teaching psychology, and the research only stays at the theoretical level and does not give specific implementation strategies (Ahmethan, 2016;Estelami, 2016;Semien et al, 2016). Some scholars also emphasize that the comprehensive use of the three elements in music teaching is the three sources of teaching materials, teachers and students.…”

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confidence: 99%

Improvement of Music Teaching Efficiency Based on Learner Emotional Model

2018

EDUC SCI-THEOR PRACT

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As an aesthetically pleasing course, music plays an extremely important role in primary and secondary schools and even higher education. It is the main channel for the popularization of primary and secondary education to art and the only way to practice it. It is also a compulsory course for schools to achieve aesthetic education.. Music education is different from traditional education in other disciplines. It emphasizes the emotional experience of educators and emphasizes the emotional exchange and perception between teachers and students. In general, music education is a comprehensive quality education course that integrates psychology and music aesthetics. However, traditional music education only flows on the surface of the curriculum and ignores the emotional experience in the teaching process, thus failing to achieve the purpose of so-called aesthetic education. Therefore, it is very necessary and meaningful to study the framework of emotional education system in music education in a timely and effective way. Based on emotional psychology, aesthetics and educational psychology, this thesis focuses on the emotional teaching in music education, and constructs an effective and effective music emotional teaching system, and proposes specific strategies and measures for the current status of music education. In the specific practice verification section, this paper conducts experimental teaching based on a sample of 200 students and gives a questionnaire to verify the acceptability and effectiveness of the proposed teaching system. Practice shows that the music education system based on the student's emotional experience proposed in this paper has significant effects on cultivating students' positive and healthy feelings and aesthetics.

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Teaching speed in the operative theatre: Should case duration benchmark efficiency in general surgical residency programs?

Cited by 2 publications

References 12 publications

A study of attributable variables impacting orthopedic trauma surgical training

A study of attributable variables impacting orthopedic trauma surgical training

Improvement of Music Teaching Efficiency Based on Learner Emotional Model

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