No abstract

Even closer collaboration between lecturers in orthopaedics and trauma surgery would be desirable. This would reflect the importance of the disciplines, as well as politico-economic relevance of musculoskeletal injuries and diseases, and would encourage the sharing of resources.

No abstract

Purpose: In daily clinical practice, sterile working conditions, as well as patient safety and self-protection, are essential. Thus, these skills should be taught appropriately during undergraduate training. Receiving constructive feedback can significantly improve future performance. Furthermore, reviewing one's performance using video tools is a useful approach. This study investigates the impact of different modes of video feedback on the acquisition of practical surgical skills, including wound management and a bedside test. Methods: Third-year medical students completed a structured training of practical skills as part of their mandatory surgery rotation. All students received the same practical skills training for performing wound management and a bedside test. However, for feedback regarding their performance, students were assigned to one of four study groups: expert video feedback (receiving feedback by an expert after reviewing the recorded performance), peer video feedback (receiving feedback by a fellow student after reviewing the recorded performance), standard video (giving feedback to a standardized video of the skill), or oral feedback (receiving feedback by an expert without a video record). Afterwards, students completed two 5-minute OSCE stations in which they were assessed with respect to their acquired competencies. Effects on long-term retention were measured at two further measurement points. Results: A total of 199 students were included in the study (48 for expert video feedback, 49 for peer video feedback, 52 for standard video feedback, and How to cite this paper:

No abstract

No abstract

No abstract

No abstract