Transatlantic comparison of the competence of surgeons at the start of their professional career

Background

Although the objective in European Union and North American surgical residency programmes is similar—to train competent surgeons—residents' working hours are different. It was hypothesized that practice-ready surgeons with more working hours would perform significantly better than those being educated within shorter working week curricula.

Methods

At each test site, 21 practice-ready candidate surgeons were recruited. Twenty qualified Canadian and 19 qualified Dutch surgeons served as examiners. At both sites, three validated outcome instruments assessing multiple aspects of surgical competency were used.

Results

No significant differences were found in performance on the integrative and cognitive examination (Comprehensive Integrative Puzzle) or the technical skills test (Objective Structured Assessment of Technical Skill; OSATS). A significant difference in outcome was observed only on the Patient Assessment and Management Examination, which focuses on skills needed to manage patients with complex problems (P < 0·001). A significant interaction was observed between examiner and candidate origins for both task-specific OSATS checklist (P = 0·001) and OSATS global rating scale (P < 0·001) scores.

Conclusion

Canadian residents, serving many more working hours, perform equivalently to Dutch residents when assessed on technical skills and cognitive knowledge, but outperformed Dutch residents in skills for patient management. Secondary analyses suggested that cultural differences influence the assessment process significantly.

Interpretation of three-dimensional structure from two-dimensional endovascular images: implications for educators in vascular surgery

PURPOSE

Endovascular therapy has had a major effect on vascular surgery; surgeons perform tasks in three dimensions (3D) while viewing two-dimensional (2D) displays. This fundamental change in how surgeons perform operations has educational implications related to learning curves and patient safety. We studied the effects of experience, training, and visual-spatial ability on 3D perception of 2D angiographic images of abdominal aortic aneurysms (AAA).

METHODS

A novel computer-based method was developed to produce 3D depth maps based on subjects' interpretations of 2D images. Seven experts (certified vascular surgeons) and 20 novices (medical or surgical trainees) were presented with a 2D AAA angiographic image. With software specifically designed for this study, a depth map representing each subject's 3D interpretation of the 2D angiogram was produced. The novices were then randomized into a control group and a treatment group, who received a 5-minute AAA anatomy educational session. All subjects repeated the exercise on a second AAA image. Finally, all novices were given tests of visual-spatial ability, including the Surface Development Test and the Mental Rotations Test. Comparisons between experts and novices were made with depth map comparison, a subject's perception of overall object contour.

RESULTS

The depth maps were significantly different (depth map comparison, P <.001) between the expert and both novice groups for the first image. After the educational intervention, the control group and the treatment group exhibited significantly different depth maps (depth map comparison, P <.001), with treatment group depth maps more similar to those of the expert group. There were no significant correlations between the visual-spatial tests and the novice depth map comparison with the expert group.

CONCLUSIONS

This is the first study to examine perception of endovascular images in an educational context. Perception of overall surface contour of 3D structures from 2D angiographic images is affected by experience and training. With application of methods of vision science to an important problem in surgery, this research represents a first step in understanding the nature of visual perceptual processes involved in execution of an increasingly common clinical task. These results have implications for understanding and studying the endovascular learning curve.

CLINICAL RELEVANCE

This research represents a unique collaboration in an effort to understand and solve one of the greatest problems facing surgical educators and surgeons. This research uses applied tools in vision science to understand the perceptual constraints involved in minimally invasive surgery. Specifically, we examined the mental three-dimensional maps experts use when viewing two-dimensional displays. Furthermore, we compared experts with novices in an effort to assist surgical trainees.

A comprehensive examination for senior surgical residents

BACKGROUND

Two complimentary examinations designed to comprehensively assess competence for surgical practice have been developed. The Objective Structured Assessment of Technical Skill (OSATS) evaluates a resident's operative skill, and the Patient Assessment and Management Examination (PAME) evaluates clinical management skills.

METHODS

Twenty-four postgraduate year (PGY)-4 and PGY-5 general surgery residents from four training programs were examined. Each examination had eight stations, with a total of 6 hours of testing time.

RESULTS

Interstation reliability for the OSATS was 0.64, for the PAME was 0.71, and for the total test was 0. 74. Examination scores discriminated between PGY-4 and PGY-5 residents for the OSATS (t = 4.39, P <.01), the PAME (t = 1.86, P <. 05), and the total examination (t = 3.90, P <.01). Year of training accounted for 40%, of the variance of scores.

CONCLUSIONS

This comprehensive examination is a reliable and valid method of assessing critical skills in senior surgical residents and may be useful for the formal assessment of readiness for practice.

Comparison of computer-assisted instruction and seminar instruction to acquire psychomotor and cognitive knowledge of epistaxis management

Epistaxis is a common problem faced by primary care physicians. Typically, first-hand experience with this problem is not obtained in medical school. A computer learning module was developed to address practical management of epistaxis. It was evaluated by use of third-year clerks and compared with an interactive seminar based on the same material. Fifty-eight students doing their required otolaryngology rotations were randomly separated into 3 groups: (1) doing a preinstruction test, (2) using the computer module, and (3) participating in a small-group seminar. All participants were tested with a short written test and a practical test that involved performing anterior nasal pack placement in a model patient. Percentage scores for the 2 groups were compared by use of t tests, and there was no significant difference between the written, practical, or combined scores at a level where P = 0.05. This study shows that basic patient management and a simple procedure can be taught as effectively with a computer module as with a small-group interactive seminar.

Needs assessment for an undergraduate otolaryngology curriculum

A needs assessment was conducted to determine what family doctors need to know about otolaryngology. A survey was mailed to a group of community otolaryngologists and family doctors. They were asked to rate the importance of 46 otolaryngologic topics. A true needs assessment was carried out with a small group of family practice residents to examine which needs were perceived to be significantly different in importance between these 2 survey groups. A list of important topics was generated from the survey. There were many statistically significant differences between the survey groups, but only 2, vertigo and epistaxis, appeared to be potentially important. The family practice residents (n = 8) were asked to complete a short-answer test about epistaxis management and then to demonstrate placement of an anterior nasal pack. Despite having already faced this problem in 50% of cases, the residents had average scores of less than 30%, indicating a lack of knowledge in this area.

Assessment of technical skills transfer from the bench training model to the human model

BACKGROUND

This study examines whether technical skills learned on a bench model are transferable to the human cadaver model.

METHODS

Twenty-three first-year residents were randomly assigned to three groups receiving teaching on six procedures. For each procedure, one group received training on a cadaver model, one received training on a bench model, and one learned independently from a prepared text. Following training, all residents were assessed on their ability to perform the six procedures.

RESULTS

Repeated measures analysis of variance revealed a significant effect of training modality for both checklist scores (F(2,44) = 3.49, P <0.05) and global scores (F(2,44) = 7.48, P <0.01). Post-hoc tests indicated that both bench and cadaver training were superior to text learning and that bench and cadaver training were equivalent.

CONCLUSIONS

Training on a bench model transfers well to the human model, suggesting strong potential for transfer to the operating room.

Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination

PURPOSE

To compare the psychometric properties of checklists, global rating scales preceded by a checklist, and global rating scales alone in assessing surgery residents' performances on an OSCE-like technical skills examination.

METHOD

In 1996, 53 general surgery residents with one to six years of postgraduate training participated in a performance-based examination of technical skills consisting of eight 15-minute stations (bench-model simulations of operative procedures in general surgery). Two qualified surgeons marked at each station, one using a task-specific checklist (C) and a subsequent global rating scale (Gc), the other using a global rating scale only (G).

RESULTS

Interstation reliabilities measured by Cronbach's alpha were .79 for C, .89 for Gc, and .85 for G. A series of multiple regressions predicting level of training from test scores revealed an R2 of .584 for C alone, which increased to .711 when Gc was entered after (p < .001), and increased to .704 when G was entered after C (p < .001). However, R2 for Gc alone was .711, and for G alone was .704, neither of which changed when C was entered into the prediction (p > .10). The R2 for Gc and G predicting level of training (.725) was not significantly greater than that of either Gc or G alone. A very similar pattern of results was seen when C, Gc, and G were used to predict independent evaluations of the operative outcomes.

CONCLUSIONS

Global rating scales scored by experts showed higher inter-station reliability, better construct validity, and better concurrent validity than did checklists. Further, the presence of the checklists did not improve the reliability or validity of the global rating scale over that of the global rating scale alone. These results suggest that global rating scales administered by experts are a more appropriate summative measure when assessing candidates on performance-based examinations.

Description and evaluation of the Surgeons as Educators course

BACKGROUND

Since 1993, the American College of Surgeons has sponsored an annual 6-day course entitled the Surgeons as Educators. The course was designed to provide academic surgeons with the knowledge and skills necessary to enhance the surgical education curriculum, teaching strategies, educational program administration, and performance evaluation. This article describes the development, implementation, and effect of the course on the classes graduating in 1993 and 1994.

STUDY DESIGN

The effect of the course was studied by using a longitudinal survey approach. A survey was mailed to participants 3 to 6 months after they completed the course. Graduates were asked to describe any education-related actions taken attributable to attending the Surgeons as Educators course. The quality of course content and presentations were evaluated by using end-of-course evaluation forms and daily feedback forms and by an external reviewer.

RESULTS

Within 6 months of returning from the course, more than one half of the graduates initiated actions related to curriculum development, teaching strategies, or educational administration. One third or more of the graduates modified their performance and program evaluation systems. Using a five-point scale, ratings of the course content ranged from 3.78 to 4.64 for "value of topic" and from 3.77 to 4.76 for "quality of presentation." Items evaluated by the graduates on the end-of-course evaluation forms ranged from 7.8 to 8.7 on a nine-point scale.

CONCLUSIONS

The Surgeons as Educators course offered an opportunity for participants to interact among themselves and with course faculty about educational issues and to practice teaching skills. The course was highly rated for educational quality and value. The retreat environment and the length of the program helped attendees become immersed during this "protected time" to analyze strengths and weaknesses of their programs and devise achievable plans to improve their abilities as educators and the effectiveness of their programs.

The efficacy of a computer-assisted preoperative tutorial for clinical clerks

OBJECTIVE

To assess the effectiveness of computer-assisted preoperative tutorials on human anatomy in improving the operating-room learning experience for clinical clerks.

DESIGN

Crossover trials with immediate assessment and approximately 1-week delay between trials.

SETTING

General surgery operating room of a university teaching hospital.

SUBJECTS

Eight 4th-year clinical clerks on a single 8-week surgical rotation.

MAIN OUTCOME MEASURES

The senior surgeon's assessment of the clerk's knowledge and understanding of the operation, according to a six-item questionnaire, and the clerk's own assessment of the experience in the operating room, according to an eight-item questionnaire.

RESULTS

Surgeons rated the clerks' performances in the operating room as better when they had received the preoperative tutorial (mean [and standard deviation], 3.7 [0.4]) than when they had not received the preoperative tutorial (3.0 [0.3]). The difference (0.7 [0.6]) was statistically significant (t7 = 3.3, p < 0.01). Similarly, clerks rated their own experience more positively when they had received the tutorial (4.0 [0.2]) than when they had not (3.1 [0.3]), with the difference (0.9 [0.5]) being statistically significant (t7 = 4.9, p < 0.001).

CONCLUSIONS

Short, preoperative, computer-assisted tutorials on human anatomy can have a positive impact on the clerk's level of knowledge and confidence in the operating room. Further research is warranted into the extent to which students spontaneously make use of these tutorials.

Who should rate candidates in an objective structured clinical examination?

PURPOSE

To determine who is the better rater of history taking in an objective structured clinical examination (OSCE): a physician or a standardized patient (SP).

METHOD

During the 1991 pilot administration of an OSCE for the Medical Council of Canada's qualifying examination, five history-taking stations were videotaped. Candidates at these stations were scored by three raters: a physician (MD), an SP observer (SPO), and an SP rating from recall (SPR). To determine the validity of each rater's scores, these scores were compared with a "gold standard", which was the average of videotape ratings by three physicians, each scoring independently. Analysis included both correlations with the standard and a repeated-measures analysis of variance (ANOVA) comparing raters' mean scores on each station with mean scores of the gold standard.

RESULTS

Ninety-one videotapes were scored by the "gold-standard" physicians. Correlations with the standard showed no clear preference for MD, SPO, or SPR raters. ANOVAs revealed significant differences from the standard on three stations for the SPR, two stations for the SPO, and one stations for the MD.

CONCLUSIONS

An MD rater is less likely to differ from a standard established by a consensus of MD ratings than are SP raters rating from recall. If an MD cannot be used, an SP observer is preferable to an SP rating from recall.

Meta-analysis of highly selective vagotomy versus truncal vagotomy and pyloroplasty in the surgical treatment of uncomplicated duodenal ulcer

OBJECTIVE

To compare critically by meta-analysis the postoperative outcomes after truncal vagotomy and pyloroplasty (TVP) and after highly selective vagotomy (HSV).

DATA SOURCES

A search was conducted on MEDLINE with the keywords "peptic ulcer" and "vagotomy". Bibliographics of the articles retrieved and review articles pertaining to the subject were scanned further.

STUDY SELECTION

Included were only published prospective, randomized controlled trials comparing TVP and HSV in the English-language literature up to April 1991. Twelve studies were found.

DATA EXTRACTION

Two authors, working independently, abstracted raw data on mortality, recurrence, dumping, diarrhea and postoperative Visick grading.

DATA SYNTHESIS

A ratio greater than 1.0 indicates a higher proportion occurring with TVP and less than 1.0 a higher proportion with HSV. [Table: See Text]

CONCLUSION

The results suggest that the likelihood of adverse long-term sequelae is higher with TVP whereas the likelihood of recurrence is higher with HSV.

Health care system and medical education in Canada. 2. Impact of changes in the health care system on medical education

Over the past three decades Canada has developed an exemplary system of universal health care. However, current financial constraints threaten to undermine the very foundation of the system that represents Canada's respect for social justice. The first of these two articles (Part 1) discusses the unique characteristics of the system, a comparative view of universal health care systems, the reaction of the medical profession to governmental control, and finally the funding and manpower shortages that are compelling a review of the values and organization that have sustained the system thus far. The second article (Part 2) reviews the organization and funding of medical education and the impact of some critical changes in the health care system on postgraduate medical education. Issues related to new licensure and certification requirements, changing population demographics and approaches to health care delivery, manpower needs, and the attitude and expectations of the public are discussed.

Health care system and medical education in Canada. 1. Review of the health care context in a time of change

Over the past three decades Canada has developed an exemplary system of universal health care. However, current financial constraints threaten to undermine the very foundation of the system that represents Canada's respect for social justice. The first of these two articles (Part 1) discusses the unique characteristics of the system, a comparative view of universal health care systems, the reaction of the medical profession to governmental control, and finally the funding and manpower shortages that are compelling a review of the values and organization that have sustained the system thus far. The second article (Part 2) reviews the organization and funding of medical education and the impact of some critical changes in the health care system on postgraduate medical education. Issues related to new licensure and certification requirements, changing population demographics and approaches to health care delivery, manpower needs, and the attitude and expectations of the public are discussed.

Reliability and construct validity of a structured technical skills assessment form

Current methods of evaluating technical competence of surgical residents are subjective and potentially unreliable. This study assesses the reliability and construct validity of a new format for the assessment of technical ability, the two part Structured Technical Skills Assessment Form (STSAF). Part I, which is completed while an operation is proceeding consists of approximately 120 essential components of the procedure. Part II, completed at the end of the operation, is a 10-point global rating form. Forty-one operations were evaluated using the STSAF, with multiple observers present at 26. Inter-rater reliability of both Parts I and II were high (.78 and .73, respectively). Statistically significant differences were noted between senior-resident and junior-resident performances, suggesting construct validity. The incorporation of structured guidelines to the assessment of technical skill leads to high inter-rater reliability and construct validity, which ultimately may result in improved and reproducible evaluations of surgical trainees.

Guidelines for estimating the real cost of an objective structured clinical examination

A major impediment to the use of the objective structured clinical examination (OSCE) is that it is a labor-intensive and costly form of assessment. The cost of an OSCE is highly dependent on the particular model used, the extent to which hidden costs are reported, and the purpose of the examination. The authors detail hypothetical costs of running a four-hour OSCE for 120 medical students at one medical school. Costs are reported for four phases of this process: development, production, administration, and post-examination reporting and analysis. Costs are reported at two ends of the spectrum: the high end, where it is assumed that little is paid for by the institution and that faculty receive honoraria for work put into the examination; and the low end, where it is assumed that the sponsoring institution defrays basic costs and that faculty do not receive honoraria for their participation. The total costs reported for a first-time examination were $104,400 and $59,460 (Canadian dollars) at the high and low ends, respectively. These translate to per-student costs of $870 and $496. The cost of running an OSCE is high. However, the OSCE is uniquely capable of assessing many fundamental clinical skills that are presently not being assessed in a rigorous way in most medical schools.

Teaching and testing technical skills

Teaching technical skills is one of the most important tasks of a surgeon. This article discusses current issues in teaching and testing technical skills. For the most part, the level of technical skills cannot be predicted before a surgical resident starts a program. Different methods of teaching technical skills are reviewed (in and out of the operating room). For optimal effectiveness in teaching residents, we must apply principles of adult learning to the surgical domain. A methodologic framework for skill acquisition, adapted from the educational psychology literature, is discussed. Five methods of assessing technical skills are presented. Structuring the assessment process has resulted in higher levels of reliability and improved validity.

A technical-skills course for 1st-year residents in general surgery: a descriptive study

The proper teaching of operative skills to surgical residents is increasingly constrained by operative time, complex procedures and medicolegal concerns. A technical-skills program was developed and introduced over a 3-year period to 28 1st-year residents in general surgery. To introduce the residents to the principles of surgical techniques in a simulated environment outside the operating room, the program consisted of a combination of two didactic sessions and six "wet labs" taking 3 to 4 hours per week for 8 weeks between January and March each year. The didactic sessions included instruction on suture material and the use of stapling devices; the "wet lab" used a "hands-on" approach. Educational objectives in the "wet lab" included instruction on preparation of the patient and draping, aseptic technique, principles of bowel anastomosis, incisions, instrument use and handling, principles of hemostasis, intraoperative surgical emergencies, surgical assisting and overall conduct in the operating room. The residents' surgical technique and skills improved over the course period. The overall value, teaching and understanding of surgical principles were rated highly. Problems cited during resident feedback were the use of live animals and insufficient time to practise. The efficacy of a surgical-skills program has been demonstrated, but its effectiveness requires further evaluation.

The structured oral examination as a method for assessing surgical residents

The purpose of this study was to determine the overall reliability, inter-rater reliability, and criterion validity of the structured oral examination (SOE) for assessing surgical residents. An SOE consisting of four predetermined clinically oriented scenarios was administered to 23 second postgraduate year surgical residents. Each scenario had five to six questions, each with a specific marking scheme. Candidates were assessed by two examiners and scores were derived independently. Overall reliability (Cronbach's alpha) was 0.75. Inter-rater reliability was significant for each pair of examiners and each question (r = 0.78 to 0.91: p less than 0.0001). Criterion validity was measured by correlating SOE scores with multiple-choice examination (MCQ) and objective structured clinical examination (OSCE) scores. Correlations between the SOE and MCQ and OSCE were significant and fell into the moderate range (0.48 to 0.51). The results of this study show that the SOE is useful in the assessment of clinical knowledge and problem-solving abilities of the surgical resident. Overall and inter-rater reliabilities achieved exceed those of traditional oral examination formats.

Reliability and validity of the objective structured clinical examination in assessing surgical residents

The purpose of this research was to assess reliability and construct validity of the objective structured clinical examination (OSCE) for evaluating the clinical skills of surgical residents. Reliability refers to precision of the examination and construct validity to the degree to which the examination can discriminate between different levels of training. Twenty-seven second postgraduate year surgical residents took a 38-station OSCE representing seven surgical specialties and that tested history-taking, physical examination, problem-solving, technical skills, and attitudes. A couplet methodology was used wherein a patient encounter was followed by written questions aimed at testing problem-solving and patient management capabilities. Thirty-six standardized patients were trained and 36 surgeons served as examiners marking from structured checklists. Overall reliability, Cronbach's alpha, was 0.89. Construct validity was examined by comparing the scores of the residents with those of a group of graduates of foreign medical schools applying for a "pre-internship" program. For 17 of 19 stations that both groups took, the residents performed significantly better (p less than 0.01). Individual station validity was significant for 32 of 38 stations (r = 0.36 to 0.82, p less than 0.05). The examinations took 3.83 hours at a cost of $5,293 (Canadian dollars). The OSCE has been shown to be a reliable method of assessing clinical skills of surgical residents, construct validity has been established, and inter-item validity confirmed. Reliabilities achieved exceed those traditionally required for both acceptance and promotion decisions.

Colitis cystica profunda. Review of the literature

Colitis cystica profunda is a rare benign disorder of the colon and rectum. The disease is important clinically in that it often mimics malignant processes. The clinical features of 144 cases of colitis cystica profunda reported in the literature are reviewed. Controversies surrounding the cause and pathogenesis of the disease are discussed.

Survival analysis: a practical approach

Survival analysis is a statistical method used to calculate the probability of an event such as death or relapse of disease occurring in a patient over time. Survival analysis is important in the interpretation of clinical research, and is frequently encountered in the colorectal literature. In this article, the terminology used in survival analysis is explained, specific examples are presented, and common methods of calculation demonstrated.

Reliability of different grading systems used in evaluating surgical students

Inter-rater agreement in assigning grades using five different grading systems was determined. The performance of 16 students in a surgery clerkship was rated by 21 faculty raters using a pass-fail grading system, a pass-fail-honors system, a letter grade system, a number grade scale from 1 to 10, and a number grade scale from 1 to 100. Inter-rater agreement coefficients were used to assess relative and absolute reliabilities, respectively. Both the letter grade and 1 to 10 number grade systems provided good discrimination, had high to moderate reliability, and required only five raters to achieve a mean rating with the commonly recommended reliability of 0.80. Using the letter grade system, however, a majority of raters agreed on a specific grade assignment for 14 of 16 students, in contrast to the 1 to 10 scale, for which this was true for only 4 of 16 students. The results of this reliability study favor the use of a letter grading system.

Statistics for colon and rectal surgeons

To read the literature critically, it is important to understand the fundamental principles of statistical analysis. In a review of 190 articles of interest to colon and rectal surgeons, it was found that only 29 percent of articles contained no statistics at all. Twenty-four percent contained descriptive statistics (mean, median, standard, deviation) and 47 percent contained the use of formal statistical tests. In this article, several basic statistical concepts are reviewed. The three most frequently used tests in the colon and rectal literature, the t test, chi-square, and nonparametric tests, are described. An example of each test is given to illustrate how the test is used and how the results are interpreted.

The practicing doctor's perspective on the surgical curriculum

The purpose of this study was to identify deficiencies of surgical clerkship and residency curricula in the training of family physicians. Responses to a survey from 202 practicing family practitioners were analyzed. Orthopedics, otolaryngology, urology, neurosurgery, and cardiovascular surgery were surgical specialty areas where more than 40 percent of the respondents thought they had spent too little time. Learning objectives were either not presented or were used ineffectively, according to the majority of respondents. Fifty percent believed that indicating a career interest in family medicine resulted in a negative bias toward them during the surgery clerkship. Over 45 percent thought they were moderately or totally unprepared at the completion of their training to perform several basic surgical procedures. The results of this survey indicate the need for an increased allocation of curricular time to several surgical specialties and an augmented emphasis on outpatient experiences within the surgical curriculum.

Improved prediction of success in surgical clerkship through measures of information processing

A new system for predicting success of surgical student performance has been developed. A test of surgical knowledge, with questions given in the form of analogies, was administered to 16 students in their fourth week of clerkship. While solving test items, students' eye movements and fixations were tracked. By analysis of the recordings, eight scores of information-processing capabilities were derived. The processing scores and conventional predictors of medical school clinical performance were analyzed to determine their power to predict success, defined by ratings given on a 1 to 10 scale by 21 faculty members based on three tests of cognitive knowledge, two performance-based examinations, and faculty reports. The ratings were reliable (generalizability coefficient = 0.72; p less than 0.001). Stepwise regression analysis of all variables selected one MCAT score (science problems) and two information-processing scores to the statistical model that maximally predicted success. Regression coefficient for the science problem subset of the MCAT was 0.42. This was augmented to R2 = 0.77 when information processing variables were included. The increment was significant, F (2, 11) = 9.25; p less than 0.01. A newly developed test, coupled with techniques that made possible the derivation of components of information processing, nearly doubled the power of conventional tests to predict success in surgical clerkship.

The single-layer continuous polypropylene colon anastomosis. A prospective assessment using water-soluble contrast enemas

Fifty consecutive unselected patients with anastomoses to the left side of the colon were studied. Each patient had an anastomosis constructed with a single layer of continuous 4-0 polypropylene. On the seventh postoperative day, or sooner, a water-soluble contrast enema was obtained to evaluate the integrity of the anastomosis. Two patients developed radiographic and clinical evidence of anastomotic leakage, and one patient developed a late pelvic abscess and colocutaneous fistula. The documented leak rate of 6 percent attests to the safety of this method of colonic anastomosis.

Closure of the internal opening for treatment of complex fistula-in-ano

The surgical management of complex fistula-in-ano can be difficult, and often requires a seton suture or a colostomy. An alternative procedure is presented, based on principles that have been used successfully in the treatment of rectovaginal fistulas. The essential components of the technique are closure of the internal opening (when possible by an endorectal advancement flap), wide external drainage, and curettage of the fistulous tract. Seven patients with complex fistulas-in-ano were treated by this method. Six were cured and had excellent functional results up to 32 +/- 36 months postoperatively. The time to complete healing was 2.1 +/- 0.75 months. One patient developed a recurrent abscess. The procedure described is an alternative to conventional methods used in the treatment of complex fistula-in-ano.

Effect of sleep deprivation on the performance of surgical residents

Surgical residents were tested under sleep-deprived and nonsleep-deprived conditions. Three performance domains were tested: factual recall, the ability to concentrate, and manual dexterity. Sleep deprivation was defined as less than 3 hours of sleep in a 24 hour period. A randomized, repeated measures design was used. Split-plot analysis of variances was used to analyze the mean scores, and it revealed that there were no significant differences in performance in the sleep-deprived condition compared with performance in the nonsleep-deprived condition in any of the three domains tested. Moderate sleep deprivation appeared to be well tolerated by the surgical residents studied in this investigation.

Orthopaedic teaching: the practicing family doctor's perspective

Two hundred and two family doctors in practice responded to a survey that identified orthopaedics as a surgical specialty in which they would have benefited from more training. Forty percent felt unprepared to apply casts or manage fractures. Learning objectives were either not used or used ineffectively, according to the majority of respondents. Fifty percent reported that indicating a career interest in family medicine resulted in a negative bias toward them during surgery clerkship. The results indicate the need for an increased allocation of curricular time to orthopaedics and an augmented emphasis on outpatient experiences.

Metabolic changes during the defunctionalized stage after ileal pouch-anal anastomosis

Metabolic changes between the preoperative period and the defunctionalized stage after ileal pouch-anal anastomosis were investigated in 21 patients. Aspects studied included weight change, renal function, liver function, lipid metabolism, and two hematologic parameters. Of 21 patients, 19 lost weight. Cholesterol levels decreased from 183 +/- 30 IU/1 to 122 +/- 48 IU/1 (P less than .0001). Triglyceride levels rose from 95 +/- 29 IU/1 to 190 +/- 86 IU/1 (P less than .01). Significant elevations were seen in values of four liver function tests: SGOT, SGPT, lactic dehydrogenase, and alkaline phosphatase (P less than .05). Blood urea nitrogen levels increased from 11.1 +/- 4.7 mg/100 ml to 21.8 +/- 24.8 mg/100 ml (P less than .05). Serum creatinine levels rose from 0.97 +/- .18 mg/100 ml to 1.5 +/- 1.2 mg/100 ml (P less than .05). Uric acid levels increased from 5.6 +/- 1.8 mg/100 ml to 7.5 +/- 2.3 mg/100 ml (P less than .001). Hemoglobin values did not change significantly. Platelet counts rose from 304,000 +/- 79,000 to 447,800 +/- 189,000 (P less than .05). Identification of these systematic alterations in metabolic parameters during the defunctionalized stage can aid the physician in management of these patients.

A rationale for the teaching of statistics to surgical residents

The two aims of this study were to investigate the use of statistics in the surgical literature and to assess the degree of statistical comprehension possessed by graduating surgical residents. Two hundred journal articles were randomly selected from the 1984 issues of four surgical journals and were reviewed for statistical content. A classification of statistical techniques was created. A reader who has knowledge of descriptive statistics only has access to 44.5% of the articles. The addition of knowledge of t tests, contingency table analysis, other nonparametric techniques, and life table analysis to a reader's repertoire increases the access rate to 80.5%. The data indicate the specific statistical techniques that would best serve the surgeon who is attempting to increase access rate to the surgical literature. Ninety-one surgical residents in their fifth postgraduate year (PGY-5) responded to a questionnaire regarding their knowledge of statistics. While 90% of the respondents thought they would benefit from a course on statistics, 92% reported that they had received less than 5 hours of instruction in statistics during their residency. Both subjective self-ratings and objective testing revealed that the residents surveyed have a suboptimal knowledge of statistics. The results suggest the need for formal instruction in statistics during surgical residency.

Results and hemodynamic changes after interposition mesocaval shunt

Forty-seven patients have been treated by interposition mesocaval shunting for portal hypertension and variceal bleeding between December 1973 and March 1980. The average age was 55 years. The underlying diseases were alcoholic cirrhosis in 26 patients (56%), macronodular cirrhosis in 11 patients (23%), and other causes in 10 patients (21%). Thirty-five operations (75%) were performed on an emergency basis for patients who continued to bleed after failure of conservative management. In these patients, the early mortality rate was 43%. Overall survival, rebleeding, and postshunt encephalopathy rates are correlated with the preoperative Child's classification. These figures are similar to those reported for end-to-side portocaval shunts. The improvement in postshunt encephalopathy rates as reported by Drapanas is not borne out by our results. Postshunt angiography was performed in 31 patients and shunt patency was confirmed in 28 (90%). In 26 patients, selective studies to determine portal flow patterns were carried out, and in only three patients was there any evidence of hepatopedal flow. In each of these patients, some kinking of the shunt was noted. Mesocaval shunting is a reasonable alternative to end-to-side portocaval shunts and is associated with similar rates of patency, rebleeding, mortality, and late postoperative encephalopathy. A well-constructed, patent mesocaval shunt totally diverts portal flow.

Hyponatremia and arginine vasopressin secretion in patients with refractory hepatic ascites undergoing peritoneovenous shunting

Seven patients with persistent hyponatremia but normal or elevated serum arginine vasopressin levels and refractory ascites undergoing peritoneovenous shunting were studied in a Metabolic Unit on a 20 mEq sodium 1200 ml fluid-restricted diet to elucidate the mechanism of this response. The intravascular volume expansion after shunt implantation resulted in improvements in cardiac output, renal plasma flow and creatinine clearance (70.7 +/- 9.5 to 140.1 +/- 18.5 ml/min, p less than 0.005). There was an immediate diuresis (632 +/- 135 to 2450 +/- 323 ml/day, p less than 0.005) and natriuresis (3 +/- 1 to 25.9 +/- 10.6 mEq/24 h, p less than 0.05), and urine osmolality decreased significantly (622 +/- 91 to 251 +/- 76 mosmol/L, p less than 0.05) with a significant rise in serum sodium concentration by 72 hr (131 +/- 2 to 135 +/- 1.6 mEq/L, p less than 0.05) and serum osmolality. Serum arginine vasopressin levels remained elevated at 3.85 +/- 0.94 microU/ml, however, although a transient depression cannot be excluded. Subsequently, a small but significant decrease in serum arginine vasopressin levels to 3.04 +/- 0.65 microU/ml (p less than 0.05) was associated with a further rise in serum sodium levels above baseline values (138 +/- 1.4 mEq/L, p less than 0.01) and in serum osmolality. In conclusion, these results indicate that in this group of cirrhotic patients with refractory ascites, intrarenal factors, such as decreased delivery of filtrate to the distal nephron as well as elevated inappropriate levels of arginine vasopressin, are important in the pathogenesis of hyponatremia.

Small bowel transplantation in the dog using cyclosporine

The effect of the new immunosuppressant cyclosporine on survival after total small intestinal allotransplantation (TSIA) was studied in a canine model. Successful TSIA was performed in 34 dogs. Eleven dogs were treated with cyclosporine, 25 mg/kg/day i.m., starting the day before the operation and continuing for four weeks. Thereafter the same dose was given orally. Thirteen dogs were given oral cyclosporine only, 25 mg/kg/day from the day after transplantation. Ten dogs served as controls. The dogs treated with intramuscular and oral cyclosporine survived a mean of 103.8 +/- 39.4 days (mean +/- S.E.M.). The longest survivor died after 432 days. Survival in this group was significantly longer than that of the control dogs, which survived 12.5 +/- 4.6 days. The orally treated dogs survived 30.4 +/- 7.6 days. All control dogs, and seven of the orally treated dogs, but only two of the intramuscularly treated dogs, died of acute rejection. It is concluded that cyclosporine is effective in prolonging survival after TSIA in the dog and reduces the incidence of acute rejection.

Structure and function of small bowel allografts in the dog: immunosuppression with cyclosporin A

Pairs of mongrel dogs received orthotopic total small bowel allografts. Half were treated with the immunosuppressive agent cyclosporin A and the other half were not. Ten untreated dogs survived a mean of 12.5 days (range from 7 to 25 days). They lost up to 30% of their initial body weight and rejection with hemorrhagic necrosis was usually the cause of graft failure. The mean survival of 11 dogs treated with cyclosporin A was 90.6 days (range 9 to 286 days) with early deaths being due to pneumonia or volvulus. Intestinal mucosa appeared normal, but there was some smooth muscle hypertrophy. Reconnection of lymph vessels was complete in all dogs examined more than 21 days after allografting. Two dogs survived for 203 and 221 days, respectively, and one dog remains alive and well 287 days after operation. The long-term survivors remained healthy, with steady body weights, formed stools, normal plasma protein values and xylose absorption curves that did not differ from those of autografted dogs. Roentgenography after a barium meal and follow-through study showed normal mucosa. The transit time was around 60 minutes (normal 150 minutes). Late, acute episodes of rejection occurred in two dogs, when blood levels of cyclosporin A were low (less than 400 ng/ml). Bowel mucosa showed ulceration and villous atrophy, with lymphoid infiltration, leading to malabsorption as a terminal event. Cyclosporin A is effective in increasing the duration of survival in dogs with small bowel allografts while maintaining essentially normal bowel structure and good function.