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Background: Restrictions placed on the working hours of doctors over the past decade have resulted in substantial changes to the training and assessment of orthopaedic surgical residents. Many who are responsible for training the surgeons of the future have become concerned that this reduced clinical exposure is having a detrimental impact on technical skill acquisition. Consequently, there is a need for surgical educators to develop more objective methods for assessing surgical skill. The primary aim of this study was to determine whether a novel set of visual parameters assessing visuospatial ability, fine motor dexterity, and gaze control could objectively discriminate among various levels of arthroscopic experience. The secondary aim was to evaluate the correlations between these new parameters and previously established technical skill assessment methods., Methods: Twenty-seven subjects were divided into a novice group (n = 7), a resident group (n = 15), and an expert group (n = 5) on the basis of arthroscopic experience. All subjects performed a diagnostic knee arthroscopy task on a simulator. Their performance was assessed with use of novel simple visual parameters that included the prevalence of instrument loss, triangulation time, and prevalence of lookdowns. Performance was also evaluated with use of previously validated technical skill assessment methods (a global rating scale and motion analysis)., Results: A significant difference in performance among the groups was demonstrated with use of all three novel visual parameters, the global rating scale, and motion analysis (p < 0.05). There were strong and highly significant correlations (p < 0.0001) between each of the novel parameters and the previously validated skill assessment methods., Conclusions: This study demonstrates the construct validity of three novel visual parameters for objectively assessing arthroscopic performance. These parameters are simple, can be used easily in the operating room, and are strongly correlated with current validated methods of technical skill assessment.

Mastering rapidly evolving orthopaedic surgical techniques requires a lengthy period of training. Current work-hour restrictions and cost pressures force trainees to face the challenge of acquiring more complex surgical skills in a shorter amount of time. As a result, alternative methods to improve the surgical skills of orthopaedic trainees outside the operating room have been developed. These methods include hands-on training in a laboratory setting using synthetic bones or cadaver models as well as software tools and computerized simulators that enable trainees to plan and simulate orthopaedic operations in a three-dimensional virtual environment. Laboratory-based training offers potential benefits in the development of basic surgical skills, such as using surgical tools and implants appropriately, achieving competency in procedures that have a steep learning curve, and assessing already acquired skills while minimizing concerns for patient safety, operating room time, and financial constraints. Current evidence supporting the educational advantages of surgical simulation in orthopaedic skills training is limited. Despite this, positive effects on the overall education of orthopaedic residents, and on maintaining the proficiency of practicing orthopaedic surgeons, are anticipated.

Current theories of skill learning suggest that novices learn optimally in a simplified environment. This information can be incorporated in simulator designs. Our purpose was to assess whether basic visuospatial training is beneficial for performance on an arthroscopy model. One group of trainees practiced three visuomotor tasks while the other group was not given this opportunity. Both groups then performed three different surgical tasks on a simulated arthroscopy model. Practice with the visuomotor tasks enhanced performance on two of the tasks on the arthroscopy model. The basic navigational skills learned through practice transferred to the performance of arthroscopic surgery tasks and these skills should be included in the design of a comprehensive arthroscopy simulator.

The aim of this study was to investigate the effect of training on the arthroscopic performance of a group of medical students and to determine whether all students could be trained to competence. Thirty-three medical students with no previous experience of arthroscopy were randomised to a 'Trained' or an 'Untrained' cohort. They were required to carry out 30 episodes of two simulated arthroscopic tasks (one shoulder and one knee). The primary outcome variable was task success at each episode. Individuals achieved competence when their learning curve stabilised. The secondary outcome was technical dexterity, assessed objectively using a validated motion analysis system. Six subjects in the 'Untrained' cohort failed to achieve competence in the shoulder task, compared with one in the 'Trained' cohort. During the knee task, two subjects in each cohort failed to achieve competence. Based on the objective motion analysis parameters, the 'Trained' cohort performed better on the shoulder task (p < 0.05) but there was no significant difference for the knee task (p > 0.05). Although specific training improved the arthroscopic performance of novices, there were individuals who could not achieve competence despite focused training.These findings may have an impact on the selection process for trainees and influence individual career choices.

Background: Attainment of the technical skill necessary to safely perform arthroscopic procedures requires the instruction of orthopaedic surgery residents in basic arthroscopic skills. Although previous studies involving shoulder arthroscopy simulators have demonstrated a correlation between task performance and the level of prior arthroscopic experience, data demonstrating the correlation of simulator performance with arthroscopic skill in a surgical setting are scarce. Our goal was to evaluate the correlation between timed task performance in an arthroscopic shoulder simulator and timed task performance in a cadaveric shoulder arthroscopy model., Methods: Subjects were recruited from among residents and attending surgeons in an orthopaedic surgery residency program. Each subject was tested on an arthroscopic shoulder simulator and objectively scored on the basis of the time taken to complete a standardized object selection program. After an interval of at least two weeks, each subject was then tested on a cadaveric shoulder arthroscopy model designed to replicate the shoulder arthroscopy simulator testing protocol, and the time to completion was again recorded. Both testing protocols involved the simple task of placing a probe on a series of assigned locations in the glenohumeral joint. Spearman rank correlation analysis was performed, and regression analysis was used to determine the predictive ability of the simulator score., Results: The performance time on the simulation program was strongly correlated with the performance time on the cadaveric model (r = 0.736, p < 0.001). The time required to complete the simulator task was a significant predictor of the time required to complete the cadaveric task (t = 4.48, p < 0.001)., Conclusions: These results demonstrated a strong correlation between performance of basic arthroscopic tasks in a simulator model and performance of the same tasks in a cadaveric model.

Unlabelled: Shoulder arthroscopy used since sixties of the XXth century, becomes now dominating operative technique. Surgeon's skills are most important that's why perfect training model is still needed. Ideal training model for shoulder arthroscopy should combine best possible image of human anatomical structures, good accessibility and low price. Despite of great similarity, animal shoulder joint differs from human one. More spherical shape of animal glenoid gives better support for humeral head. As a result of different shape of glenoid, labrum is significantly less developed, and can actually be clearly seen on dorsal part of the glenoid rim. Glenohumeral ligaments are visible but not as well developed as in human joint., Methods: We have used pig shoulder joints, all of the muscles externally surrounding joint capsulewere resected. Classical 30 degrees optical equipment and standard arthroscopy tools were used. Labrum stabilization was achieved using anchors and screws. Cannulas were used only in a few cases, in others, joint access was very easy and did not require one., Results: Animal shoulder model is useful only in case of arthroscopic practice of instability treatment. Implants can be snapped back after practice.

Background: Technical skill is an essential domain of surgical competence, and arthroscopic surgery requires a particularly challenging subset of technical skills. The innate ability to acquire arthroscopic skills is not fully understood. The aim of this study was to investigate the innate arthroscopic skills and learning curve patterns of medical students., Methods: Tests of two arthroscopic tasks (one shoulder and one knee task designed to represent core skills required for arthroscopic training) were conducted in a surgical skills laboratory. The performance of twenty medical students with no previous arthroscopic surgery experience was assessed as they performed thirty repetitions of each task. The primary outcome measure for each repetition was success or failure in performing the task. An individual was deemed "competent" at the conclusion of the testing if he or she achieved stabilization of the learning curve (success on all subsequent repetitions) within twenty repetitions of the task. The secondary outcome measures were objective assessments of technical dexterity (time taken to complete the task, total length of the path traveled by the subject's hands, and number of hand movements) measured with use of a validated motion analysis system., Results: The performance on each task varied among the students. Seven students were unable to achieve competence in the shoulder task and four were unable to achieve competence in the knee task. Motion analysis demonstrated that students who achieved task competence had better objective technical dexterity and thus better innate arthroscopic ability. The total path length and the number of hand movements differed significantly between the students who did and did not become competent at the shoulder task (p < 0.05, Mann-Whitney U test). The difference in path length was also significant for students performing the knee task (p < 0.05)., Conclusions: Variation in innate arthroscopic skill exists among future surgeons, with some individuals being unable to achieve competence in basic arthroscopic tasks despite sustained practice.

Background and Purpose: Previous studies have shown that there is a correlation between arthroscopic experience and performance on a virtual-reality (VR) unit. We analyzed the development inexperienced surgeons went through during VR training of shoulder arthroscopy., Methods: 14 inexperienced surgeons from Silkeborg Regional Hospital were randomized into an intervention group and a control group. 7 experienced surgeons constituted another control group. All were tested twice on insightMIST-an advanced arthroscopic VR trainer-within a period of 6-15 days. The intervention group also received a 5-hour training program on the VR unit., Results: The average time for the arthroscopy in the intervention group was reduced from 720 (SD 239) seconds to 223 (SD 114) seconds (p = 0.03 compared to the inexperienced control group). Distance travelled by the camera was reduced from 367 (SD 151) cm to 84 (SD 44) cm in the intervention group (p = 0.02 compared to the inexperienced control group). Depth of collisions was also significantly reduced, whereas distance travelled by the probe and number of collisions were improved in the intervention group, although not statistically significantly., Interpretation: VR training is a possible way for young and inexperienced surgeons to achieve basic navigation skills necessary to perform arthroscopic surgery. Further studies regarding the transferability of the skills acquired on the VR unit to the operating theater are desirable.

Purpose: to facilitate effective learning, feedback on performance during arthroscopic training is essential. Less attention has been paid to feedback on monitoring safe handling of delicate tissues such as meniscus. The goal is to measure in vitro probing forces of menisci and compare them with a theoretical maximum probing force (TMPF)., Method: menisci samples of ten cadavers were mounted on force platforms to measure probing forces up to 20 N in three directions. Nineteen subjects participated: six novices (experience <60 arthroscopies), ten intermediates (>60 arthroscopies), and three faculty (>250 a year). All had to perform three tasks on each meniscus sample with an arthroscopic probe: push three times on the superior meniscal surface, perform one continuous run on the superior meniscal surface, and push three times on the inferior meniscal surface. The absolute maximum probing force (AMPF) was determined for each condition. A multivariable linear regression analysis was performed to assess the influence of experience on the force magnitude (P < 0.05). AMPFs were compared to the TMPF (estimated to be 8.5 N)., Results: the AMPF of the push task was on average 2.8 N (standard deviation (SD) of 0.8 N), of the continuous run task 2.5 N (SD 0.9 N), and of the pull task 3.9 N (SD 2.0 N). Significant difference was present between experts and novices (P < 0.05). The AMPFs are in the same order of magnitude as the TMPF., Conclusion: the results indicate the necessity of using a safety level for tissue manipulation when training arthroscopy and a value for is magnitude.

The purpose of this study is to investigate the effect of the learning curve on radiographic tunnel position. A consecutive series of the first 200 procedures of an orthopaedic surgeon over his initial 4years of independent practice were analysed for tunnel placement, based on radiographic appearance. An arthroscopic-assisted technique using patella tendon as graft material was performed in all cases. To establish femoral tunnels, a transtibial guide pin was used. The graft was secured with bioabsorbable screws. A Frik tunnel view and a strictly lateral radiograph were used to assess tunnel placements. Tunnel positioning was assessed using a computer-aided design, 2D software (Auto CAD2000(®)). To minimize measurement bias, radiographs were assessed three times or until deviations in all three measurements were less than 10%, and the three measurements were then averaged. Sagittal femoral tunnel placement improved significantly (P = 0.01) after the first 100 cases. Significant improvement (P = 0.05) in coronal femoral tunnel placement was observed after the first 75 cases. Significant improvement (P = 0.01) in sagittal tibial tunnel position was observed after the first 100 cases. Mean coronal tibial tunnel did not improve. Critical analysis in this consecutive series suggests that a caseload of approximately 100 procedures were necessary for this surgeon to refine his surgical technique beyond that acquired during formal training.

Aim of this study is to introduce, evaluate, and propose a basic arthroscopy training course with interactive methods as using bovine knees, joint models but mainly focusing on practices with motor skill-learning devices. This study presents the results of a skill training program which is based on "motor skill training" theory and using "bovine knees" to simulate a specific task as arthroscopy both in education and evaluation. The participants gave feedback regarding their expectations, fulfillment, and self-evaluation on the degree of their improvement levels, after which their skills were evaluated by an expert while they performed the arthroscopic procedure. During this evaluation of the task, a four-dimensional checklist which was prepared previously by the consensus of three experts was used, and a global grading of each rater was added at the end of the checklist. In this 2-day course, small group teaching sessions are integrated with active and experiential learning methods consisting of short presentations by the educators, demonstrations using joint models and audio-visual teaching material, and significant continuous feedback by the teachers during the proceedings. Participants' expectations and post-course feedback results were obtained using a brief questionnaire which involved mostly open-ended questions. The self-rating of "own basic diagnostic arthroscopy skill" on a scale of 0-10 was completed by the participants both previous to and following the course to establish a student-centered learning environment. Overall rating of the course was asked on a 1-5 (poor-excellent) Likert scale. The questioning of the participants who took part in the course during the last five terms involved a 100% feedback. The overall rating of the course was 4.36 ± 0.47 on the 1-5 scale. The majority of the participants (90%) mentioned that the course met their expectations. The most beneficial activities were accepted to be the arthroscopic procedure applications on bovine knee, repetition of the manipulations under the supervision of the trainers, continuous feedback by experienced staff, and chance for immediate correction during the procedures (35/64). Pre- and post-course self-ratings of the participants inquiring about their ability to perform an arthroscopy alone showed significant improvement (4.2 vs. 7.7 P = 0.000, paired samples t test). All participants were found to be competent in the evaluation of their diagnostic arthroscopy skills on bovine knees. To design a skill teaching course based on the needs of the trainees, focusing on basic motor skill training exercises, and using bovine knee as a simulator is a safe, inexpensive, humanistic, and replicable method that proves a foundation for basic arthroscopic skills learning prior to patient encounter.

The main methods of managing condylar fractures are non-operative; closed reduction and maxillomandibular fixation; and open reduction and internal fixation. Endoscopically assisted reduction and fixation, although a recognised method, is not commonly used. As with all new techniques, training must be available to enable surgeons to gain experience and achieve competence. We surveyed consultant maxillofacial surgeons who attended a structured educational course with practical experience in the techniques of endoscopically assisted reduction and fixation of condylar fractures, with the aim of establishing the value of such a course, and the subsequent clinical experience of those surgeons with this new technique. The results indicated that over a quarter of all surgeons had already used this method of repair after attending the course., (Copyright 2009 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.)

Aim: Training in surgical skills is not at its best in German hospitals in comparison to other countries. There is no detailed curriculum describing which operations a resident has to learn at which stage of his training as in Switzerland or Denmark. We aimed to find out how many typical operations are performed by trainees/residents in orthopaedic surgery., Method: We performed a survey at Orthopeadic and Trauma Departments in Germany to measure the percentage of operations (knee arthroscopies, shoulder arthroscopies and knee arthroplasties) which are performed by trainees and residents., Results: Retrospective data were evaluated. Out of 35 654 knee arthroscopies, 49.4% were performed by the head of department or senior consultants, 27.6% by junior consultants and 26.9% by trainees. A total of 30,642 shoulder arthroscopies was analysed. 78.4% were operated on by the head of department or senior consultants, 18.3% by junior consultants and 6.9% by trainees. We evaluated 31,138 knee arthroplasties, 80% were operated by the the head of department or senior consultants, 14% by junior consultants and 7% by trainees., Conclusion: Surgical training is still not at its best for trainees. Further improvement is necessary to create a transparent training environment for younger surgeons., (Georg Thieme Verlag KG Stuttgart, New York.)

The recent advances in technology, widespread use of arthroscopy in essentially any joint, combined with public awareness, has increased the demand on orthopedists to become proficient in arthroscopy. The orthopedic literature is essentially void of information regarding arthroscopic education for either residents or clinicians. This article presents a description of an arthroscopy lab for instruction in noninvasive surgical techniques. This laboratory set-up is adaptable to any institution at modest cost and within minimal space constraints.

A questionnaire was mailed to oral and maxillofacial surgery residency programs in February 1988 regarding their indications for arthroscopy, number of patients treated, acquisition of skills, success of therapy, and several other questions about arthroscopy. Of the 56 questionnaires returned, 38 (68%) reported experience with TMJ arthroscopy. Pain and decreased range of jaw motion were the most frequently listed indications for surgery. Neural injuries were the most frequently seen complication. Four auditory canal perforations were reported. The operation was deemed successful in 64.8% of the patients. The most frequent criteria given for success were pain relief and increased range of motion. The main sources chosen by the respondents of this survey for acquiring skill in a residency program were information from the literature and hands-on training.