Assessment for the new surgical curriculum

Palmer, Ruth J.; Rosin, David

doi:10.1308/147363505x53125

Cited by 4 publications

(2 citation statements)

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“…A feature of transduction cascade in taste cells is the increase of cytosolic Ca 2+ concentration due to release by intracellular stores following the activation of T1Rs or T2Rs . Consequently, several studies have used calcium signals in taste cells induced by chemo‐stimulation as a functional marker of chemoreceptive cells.…”

Section: Type II Cellsmentioning

confidence: 99%

Functional diversity of taste cells. A review.

Bigiani

Prandi

2011

Flavour & Fragrance J

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Our ability to sense chemicals occurring in food and beverages relies on the operation of specialized epithelial cells called taste cells, found as clusters (taste buds) mainly in the oral cavity. Unlike other sensory cells, such as hair cells in the cochlea, taste cells differ from each other in terms of structural features. At least three main morphotypes are now recognized in mammalian taste buds: Type I, Type II and Type III. Each of them displays specific membrane properties (i.e. ion channels and receptors) as well as intracellular signalling pathways. Some of them are electrically excitable (Type II and Type III), whereas Type I seems to subserve a glial-like role. They also differ in the way they communicate with nerve terminals: apparently, only Type III cells seem to be able to relay directly information via synaptic contacts, whereas the other types of cells may communicate through less specialized mechanisms, including ATP release through non-conventional synapses. What is then the significance of these three cell types in the context of taste reception? Although it is not yet possible to draw any definitive conclusion, the emerging view is that functional diversity of taste cells might represent the basis for a 'sensory processing' circuitry designed to detect chemicals, as a whole.

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Section: Type II Cellsmentioning

confidence: 99%

Functional diversity of taste cells. A review.

Bigiani

Prandi

2011

Flavour & Fragrance J

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“…9 This assessment will use several generic and specialty-specific assessment instruments and their use will vary depending on whether the trainee is in core or specialty training. 10 In the earlier stages of training, the assessment tools will be similar to those used in foundation years, namely d Mini-PAT (peer assessment -a form of 360°appraisal) d Mini-CEX (a direct evaluation of clinical skills in a clinical setting such as the ward or outpatients) d Case-based discussions (a focused discussion of a recent patient under the care of the trainee to investigate clinical thinking and management) d Direct observation of practical skills (DOPS) As the trainee progresses into specialty training, DOPS is replaced by Procedure-Based Assessment (PBA), which involves direct observation of surgical skills such as endoscopy, biopsy, minor surgical procedures or parts of procedures. Specialty PBA is a more advanced tool that is applicable during specialty training and involves observation of intermediate and advance surgical procedures such as total hip replacement, laparoscopic cholecystectomy and so on.…”

Section: Assessment Toolsmentioning

confidence: 99%

Ensuring a graduated integrated progression of learning in a changing environment

Thomas

2009

ANZ Journal of Surgery

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Surgical training is under threat in the changing environment of today. In the past, training consisted of an apprenticeship, which is no longer feasible or practical within the time limitation imposed on trainees currently, and so a new and innovative approach is required to train the surgeons of tomorrow. There is therefore a need for an explicit curriculum that ensures a graduated and integrated progression of learning in which both trainees and trainers are aware of what is required for each stage in training and for each surgical specialty. Such a curriculum has now been developed in the UK.

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Reflections on current methods for evaluating skills during joint replacement surgery

Sonnadara

McQueen

Mironova

et al. 2013

The Bone & Joint Journal

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Valid and reliable techniques for assessing performance are essential to surgical education, especially with the emergence of competency-based frameworks. Despite this, there is a paucity of adequate tools for the evaluation of skills required during joint replacement surgery. In this scoping review, we examine current methods for assessing surgeons' competency in joint replacement procedures in both simulated and clinical environments. The ability of many of the tools currently in use to make valid, reliable and comprehensive assessments of performance is unclear. Furthermore, many simulation-based assessments have been criticised for a lack of transferability to the clinical setting. It is imperative that more effective methods of assessment are developed and implemented in order to improve our ability to evaluate the performance of skills relating to total joint replacement. This will enable educators to provide formative feedback to learners throughout the training process to ensure that they have attained core competencies upon completion of their training. This should help ensure positive patient outcomes as the surgical trainees enter independent practice.

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Assessment for the new surgical curriculum

Cited by 4 publications

References 0 publications

Functional diversity of taste cells. A review.

Functional diversity of taste cells. A review.

Ensuring a graduated integrated progression of learning in a changing environment

Reflections on current methods for evaluating skills during joint replacement surgery

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