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Hey HWD, Foong ZNA, Yee YE, Koh TYA, Ong JTY, Goh RSN, Poon MEG, Lim JXY, Tan JHJ, Khoo ET. Virtual reality spine surgical training in Singapore: a preliminary study. Singapore Med J 2024:00077293-990000000-00114. [PMID: 38779923 DOI: 10.4103/singaporemedj.smj-2021-476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Accepted: 09/27/2022] [Indexed: 05/25/2024]
Affiliation(s)
- Hwee Weng Dennis Hey
- University Orthopaedics, Hand and Reconstructive Microsurgery, National University Health System, Singapore
| | | | - Yang En Yee
- Faculty of Engineering, National University of Singapore, Singapore
| | | | | | | | - Mu En Glenys Poon
- University Orthopaedics, Hand and Reconstructive Microsurgery, National University Health System, Singapore
| | - Joel Xue Yi Lim
- University Orthopaedics, Hand and Reconstructive Microsurgery, National University Health System, Singapore
| | - Jiong Hao Jonathan Tan
- University Orthopaedics, Hand and Reconstructive Microsurgery, National University Health System, Singapore
| | - Eng Tat Khoo
- Engineering Design and Innovation Centre, Faculty of Engineering, National University of Singapore, Singapore
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2
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Casey JC, Daniels AH. CORR Synthesis: How Have Film Review and Motion Analysis Been Used to Enhance Orthopaedic Surgical Performance? Clin Orthop Relat Res 2023; 481:564-579. [PMID: 36719752 PMCID: PMC9928675 DOI: 10.1097/corr.0000000000002506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 11/02/2022] [Indexed: 02/01/2023]
Affiliation(s)
- Jack C. Casey
- Division of Orthopaedics, Warren Alpert Medical School of Brown University, Providence, RI, USA
| | - Alan H. Daniels
- Division of Orthopaedics, Warren Alpert Medical School of Brown University, Providence, RI, USA
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3
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Alshawkani YY, Orfield NJ, Samuel LT, Kuehl DR, Hagan HJ, Apel PJ. An ultrashort video can teach residents to perform a fingertip injury repair. AEM EDUCATION AND TRAINING 2022; 6:e10713. [PMID: 35112037 PMCID: PMC8771898 DOI: 10.1002/aet2.10713] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Revised: 11/08/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Acute fingertip injuries are common. Providers in rural and underserved areas often transfer these patients due to lack of comfort and skill with treating these injuries. Current learners prefer short and high-density educational material. It is unknown if basic hand procedures can be taught using ultrashort training videos. This study investigates whether fingertip repair can be taught using a 60-second educational video viewed immediately prior to performing the procedure. METHODS A standardized cadaveric fingertip injury model was developed. Twenty-three emergency medicine residents each having minimal experience with fingertip injury repair were randomized into one of three study arms: A) no video, B) standard-length (8-minute) video, and C) ultrashort (60-second) video. Each subject was presented with an injured cadaveric finger and asked to prepare for and perform the repair within a 30-minute time frame. The repair was graded on a 10-point scale following a standard rubric. Time to completion, preparedness, and subjects' confidence were also assessed. Results were analyzed by one-way ANOVA and Kruskal-Wallis tests. RESULTS Mean repair scores for the standard-length video group (9.5 ± 0.3) and the ultrashort video group (9.2 ± 0.3) were significantly higher than those of the no video group (4.0 ± 0.3, p < 0.05 for both comparisons). Mean time to completion of the exercise was significantly shorter in the ultrashort video group (19 ± 2 minutes) than in the standard-length video group (26 ± 2 minutes). Subject-reported outcomes (median preparedness, median post-repair confidence, and median change in confidence following the procedure) were all significantly higher in the standard-length video group and the ultrashort video group than in the no video group (p < 0.05 for all comparisons). CONCLUSION A 60-second educational video viewed immediately prior to performing a fingertip injury repair can effectively teach an emergency medicine resident to correctly perform the procedure.
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Affiliation(s)
| | - Noah J. Orfield
- Department of Orthopaedic SurgeryCarilion ClinicRoanokeVirginiaUSA
| | - Linsen T. Samuel
- Department of Orthopaedic SurgeryCarilion ClinicRoanokeVirginiaUSA
| | - Damon R. Kuehl
- Virginia Tech Carilion School of MedicineRoanokeVirginiaUSA
- Department of Emergency MedicineCarilion ClinicRoanokeVirginiaUSA
| | - Hugh J. Hagan
- Virginia Tech Carilion School of MedicineRoanokeVirginiaUSA
- Department of Orthopaedic SurgeryCarilion ClinicRoanokeVirginiaUSA
| | - Peter J. Apel
- Virginia Tech Carilion School of MedicineRoanokeVirginiaUSA
- Department of Orthopaedic SurgeryCarilion ClinicRoanokeVirginiaUSA
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Kelly PD, Yengo-Kahn AM, Roth SG, Zuckerman SL, Chitale RV, Wellons JC, Chambless LB. Data-Driven Residency Training: A Scoping Review of Educational Interventions for Neurosurgery Residency Programs. Neurosurgery 2021; 89:750-759. [PMID: 34423828 DOI: 10.1093/neuros/nyab322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 07/06/2021] [Indexed: 11/14/2022] Open
Abstract
BACKGROUND Neurosurgery residency programs are tasked with imparting large volumes of both clinical knowledge and technical skill to trainees in limited time. Many investigators have described local practices, which may offer evidence-based interventions in neurosurgical residency education, but this literature has not been systematically reviewed. OBJECTIVE To perform a scoping review of educational practices in neurosurgery, which are supported by quantitative, peer-reviewed research. METHODS A scoping review of the literature was performed. PubMed, Embase, and Web of Science databases were queried for articles describing educational interventions for neurosurgery residents, which included a quantitative assessment of the effect on resident performance. RESULTS From an initial set of 1785 unique articles, 29 studies were ultimately screened and included. Studies were into the following 6 topics: (1) didactics and curricula (n = 13), (2) nontechnical skills (n = 6), (3) wellness and burnout (n = 4), (4) assessment and feedback (n = 2), (5) mentorship and career development (n = 2), and (6) research (n = 2). Individual study results were described. CONCLUSION Several educational interventions in neurosurgical training are supported by quantitative evidence. Methodological shortcomings are prevalent among studies of education, particularly in the selection of meaningful outcome measures. A summary of evidence-based considerations is provided for current and future program directors.
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Affiliation(s)
- Patrick D Kelly
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Aaron M Yengo-Kahn
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Steven G Roth
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Scott L Zuckerman
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Rohan V Chitale
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - John C Wellons
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Lola B Chambless
- Department of Neurological Surgery, Vanderbilt University Medical Center, Nashville, Tennessee, USA
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Inquimbert C, Ferré A, Pourreyron L, Durand JC. Effect of a Procedural Video on the Practical Fixed Prosthodontic Performance and Stress among Preclinical Dental Students. Eur J Dent 2021; 15:612-617. [PMID: 34492726 PMCID: PMC8630968 DOI: 10.1055/s-0041-1724216] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Abstract
Objective
The purpose of this article was to analyze the effect of an instructional video on practical tutorial and to ascertain whether an instructional video improves students’ performance on practical performance and reduces the stress associated with learning.
Materials and Methods
A randomized controlled trial was conducted on a group of 78 first-year students. A pretest was conducted by administering questionnaires to evaluate the interest in the use of videos as well as the level of stress. Students were randomly assigned into two groups: control and test. Students assigned to the control group received conventional teaching, while the experimental group received both conventional teaching and watched a video. Thereafter, a satisfaction questionnaire was distributed to each of the groups, and they were awarded a grade.
Results
A total of 98.7% of students wished to learn fixed prosthodontics through instructional videos, as they believed that the videos could reduce their worry and stress levels. At the end of the first tutorial, the total grade was significantly lower for the test group (
p
= 0.003). However, the subjective value of stress was significantly lower in the test group (
p
= 0.0007) as well as the subjective value of tutorial difficulty (
p
= 0.0004). Students felt that they better understood the objectives of the tutorial “thanks to the video” (
p
= 0.0001).
Conclusion
This study did not reveal any improvement in terms of performance when an instructional video was used for tutorials in comparison with the conventional teaching method. However, the results show a reduction in the level of stress.
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Affiliation(s)
- Camille Inquimbert
- Department of Public Health, Faculty of Dental Medicine, University of Montpellier, France
| | - Aurélien Ferré
- Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
| | - Laurence Pourreyron
- Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
| | - Jean-Cédric Durand
- Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
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Thompson JW, Thompson EL, Sanghrajka AP. The future of orthopaedic surgical education: Where do we go now? Surgeon 2021; 20:e86-e94. [PMID: 34217617 DOI: 10.1016/j.surge.2021.05.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 05/04/2021] [Accepted: 05/14/2021] [Indexed: 10/21/2022]
Abstract
INTRODUCTION COVID-19 will undoubtedly change the future landscape of medical and surgical education. The economic and environmental advantages of virtual learning are clear, while access to a wider range of resources and subject specialists makes the adoption of virtual learning within surgical education an attractive prospect. AIMS This literature review aims to evaluate evidence on the effectiveness of virtual education in orthopaedics and how we might implement positive changes to educational practice in the future, as a result of lessons learned during the COVID-19 pandemic. METHODOLOGY We performed a review of the literature reporting on efficacy of learning outcomes achieved as a result of virtual education within orthopaedic surgery. Electronic searches were performed using NICE healthcare databases from the date of inception to March 2021. Relevant studies were identified, data extracted, and qualitative synthesis performed. RESULTS 14 manuscripts with a total of 1548 participants (orthopaedic trainees or medical students) were included for analysis. Nine studies (n = 1109) selected compared e-learning to conventional learning material (control group). All nine studies reported significantly higher outcome scores for e-learning participants compared to control participants (p < 0.001 to p < 0.05). The remaining studies compared blended e-learning approaches or evaluated pre/post intervention improvements in learning outcomes. All studies demonstrated a significant improvement in learning outcomes (p < 0.0001 to p < 0.01). The majority of studies (64%) used a blended approach. No studies were identified reporting efficacy of webinars or videoconferencing within orthopaedic education. CONCLUSION A blended approach, combining virtual teaching, face-to-face instruction and distance learning tools, based on the evidence we have provided, would improve the quality of knowledge reception and retention, and learner satisfaction. However, in order to be successful, it is vital that these educational programmes are designed with the needs of the learner in mind, and an awareness of best practice for virtual teaching and learning.
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Affiliation(s)
- Joshua W Thompson
- Department of Trauma and Orthopaedic Surgery, Norfolk and Norwich University Hospitals Foundation Trust, Colney Lane, Norwich, NR4 7UY, United Kingdom.
| | - Emma L Thompson
- Bryan Cave Leighton Paisner LLP, Governor's House, 5 Laurence, Pountney Hill, London, EC4R 0BR, United Kingdom.
| | - Anish P Sanghrajka
- Department of Trauma and Orthopaedic Surgery, Norfolk and Norwich University Hospitals Foundation Trust, Colney Lane, Norwich, NR4 7UY, United Kingdom.
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Figueroa F, Figueroa D, Calvo-Mena R, Narvaez F, Medina N, Prieto J. Orthopedic surgery residents' perception of online education in their programs during the COVID-19 pandemic: should it be maintained after the crisis? Acta Orthop 2020; 91:543-546. [PMID: 32539473 PMCID: PMC8023885 DOI: 10.1080/17453674.2020.1776461] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/08/2023] Open
Abstract
Background and purpose - During the COVID-19 pandemic, most of the teaching centers in Chile have shifted to online resources. We decided to do a survey on orthopedic residents regarding this type of education to assess for strengths and weaknesses of digital education in orthopedic programs.Methods - A survey was performed targeting 110 orthopedic residents belonging to different training programs around the country. 100 residents completed the survey.Results - 86% stated that their programs are using online education. When asked in detail, 86% had been involved in webinars, 28% had received online presentations, 12% had participated in online tests, and 7% had evaluated patients. Webinars were rated (1 = very unsatisfactory, 10 = very satisfactory) with a mean grade of 8.1 (1-10), online presentations 7.3 (1-10), online tests 3.8 (1-8), and online patient evaluations 2.9 (1-9). When asked if, after the end of the pandemic, they would continue using the online modalities, 82% would continue attending webinars, 72% would continue watching online presentations, 27% would continue performing online tests, and 33% of the residents would continue performing online evaluations of patients.Interpretation - Even though resident evaluation of online activities is positive, face-to-face theoretical activities are still valued as a necessary complement for orthopedic residency education.
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Affiliation(s)
- Francisco Figueroa
- Clinica Alemana-Universidad del Desarrollo, Santiago; ,Hospital Sotero del Rio, Santiago; ,Correspondence:
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Jensen RL, Alzhrani G, Kestle JRW, Brockmeyer DL, Lamb SM, Couldwell WT. Neurosurgeon as educator: a review of principles of adult education and assessment applied to neurosurgery. J Neurosurg 2017; 127:949-957. [DOI: 10.3171/2017.3.jns17242] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Randy L. Jensen
- Department of Neurosurgery, Clinical Neurosciences Center, and
| | - Gmaan Alzhrani
- Department of Neurosurgery, Clinical Neurosciences Center, and
| | | | | | - Sara M. Lamb
- Departments of Internal Medicine and
- Pediatrics, University of Utah School of Medicine, University of Utah, Salt Lake City, Utah
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Tarpada SP, Morris MT, Burton DA. E-learning in orthopedic surgery training: A systematic review. J Orthop 2016; 13:425-30. [PMID: 27688638 DOI: 10.1016/j.jor.2016.09.004] [Citation(s) in RCA: 56] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2016] [Accepted: 09/03/2016] [Indexed: 11/26/2022] Open
Abstract
E-learning is the use of internet-based resources in education. In the field of surgical education, this definition includes the use of virtual patient cases, digital modeling, online tutorials, as well as video recordings of surgical procedures and lectures. In recent years, e-learning has increasingly been considered a viable alternative to traditional teaching within a number of surgical fields. Here we present (1) a systematic review of literature assessing the efficacy of e-learning modules for orthopedic education and (2) a discussion of their relevance. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA). The search yielded a total of 255 non-duplicate citations that were screened using predetermined inclusion/exclusion criteria. A total of 9 full text articles met inclusion criteria, which included the use of an objective outcome measure to evaluate an orthopedic e-learning module. Six studies assessed knowledge using a multiple-choice test and 4 assessed skills using a clinical exam. All studies showed positive score improvement pre- to post-intervention, and a majority showed greater score improvement than standard teaching methods in both knowledge (4/6 studies) and clinical skills (3/4 studies). E-learning represents an effective supplement or even alternative to standard teaching techniques within orthopedic education for both medical students and residents. Future work should focus on validating specific e-learning programs using standardized outcome measures and assessing long-term knowledge retention using e-learning platforms.
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Affiliation(s)
- Sandip P Tarpada
- Department of Orthopaedic Surgery, Albert Einstein College of Medicine, New York, NY, United States
| | - Matthew T Morris
- Department of Orthopaedic Surgery, Albert Einstein College of Medicine, New York, NY, United States
| | - Denver A Burton
- Department of Orthopaedic Surgery, Albert Einstein College of Medicine, New York, NY, United States
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Sarkiss CA, Philemond S, Lee J, Sobotka S, Holloway TD, Moore MM, Costa AB, Gordon EL, Bederson JB. Neurosurgical Skills Assessment: Measuring Technical Proficiency in Neurosurgery Residents Through Intraoperative Video Evaluations. World Neurosurg 2016; 89:1-8. [DOI: 10.1016/j.wneu.2015.12.052] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2015] [Revised: 12/11/2015] [Accepted: 12/12/2015] [Indexed: 10/22/2022]
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Selim AA, Dawood E. Objective Structured Video Examination in Psychiatric and Mental Health Nursing: A Learning and Assessment Method. J Nurs Educ 2015; 54:87-95. [DOI: 10.3928/01484834-20150120-04] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2013] [Accepted: 11/19/2014] [Indexed: 11/20/2022]
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12
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Scott KR, Hsu CH, Johnson NJ, Mamtani M, Conlon LW, DeRoos FJ. Integration of Social Media in Emergency Medicine Residency Curriculum. Ann Emerg Med 2014; 64:396-404. [DOI: 10.1016/j.annemergmed.2014.05.030] [Citation(s) in RCA: 54] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2014] [Revised: 05/20/2014] [Accepted: 05/27/2014] [Indexed: 10/25/2022]
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