Passive teaching is not as effective as active teaching for learning the standard technique of pivot shift test

Objective Two major teaching methods available for learning the pivot shift test are active teaching with real-time feedback from an instructor and passive teaching through the use of instructional textbooks or videos. The purpose of this study was to determine the effect of active and passive teaching methods on the execution of the proper technique of the pivot shift test. Methods Six orthopaedic surgery residents each performed 110 pivot shift tests on a fresh-frozen, cadaveric pelvis-to-toe specimen with anterior cruciate ligament insufficiency and lateral meniscectomy. Participants performed 10 repetitions before teaching and a total of 100 repetitions after either active or passive teaching. Six degree-of-freedom kinematics of the knee defined by the Grood/Suntay coordinate system were recorded after every fifth repetition using an electromagnetic tracking system. Anterior/posterior translation of the lateral knee compartment during the reduction event was also quantified. Depending on the normality of the data, a two-tailed t-test or Wilcoxon rank-sum test was used for comparisons of kinematics between the active and passive teaching groups and between successful and unsuccessful trials within each teaching group. Statistical significance was set at p Results The success rate after active teaching was 31.7% compared with 30.0% after passive teaching. However, the starting position of the reduction event in the active teaching group was rotated by more than twice the amount of valgus rotation compared with the passive group (7.4°±3.3° vs 3.0°±2.7°; p Conclusion Successful pivot shift tests can be performed after passive teaching, but the standard technique is not as effectively learnt through passive teaching since traditional external rotation during the reduction event was not used as in the active teaching group. Level of evidence V.