Identifying Error Pathways during Elbow and Knee Replacements

Minekus, Joanne P.J.; Rozing, P. M.; Nelissen, Rob G H H; Dankelman, Jenny

doi:10.1097/01.blo.0000166900.84323.14

Cited by 5 publications

(5 citation statements)

References 14 publications

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“…Table 2 shows the number and operating times for all operations performed by residents. The mean operating time for cannulated screws was 37.2 minutes, decreasing from a high of 47.8 minutes for the first five procedures to a plateau of 30.1 minutes for procedures [21][22][23][24][25] (Fig. 1a).…”

Section: Resultsmentioning

confidence: 99%

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Learning curves in hip fracture surgery

Bjørgul

Novicoff

Saleh

2010

International Orthopaedics (SICOT)

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The aim of this study was to identify and characterise learning curves in hip fracture surgery. Operating times were collected and related to the number of procedures done by residents performing closed reduction and internal fixation using cannulated screws for intracapsular fractures of the hip and cephalomedullary nailing for trochanteric fractures, as well as hemiarthroplasty for displaced intracapsular fractures. The mean operating times decreased significantly for all four procedures studied, though at different rates. For cannulated screws, the mean duration of surgery decreased from 47.8 minutes to 30.1 minutes for procedures 21-25. For cephalomedullary nailing without distal locking, the mean operating time decreased from 73.3 minutes to 36.3 minutes. For cephalomedullary nailing with distal locking, the mean operating time decreased from 81.7 minutes to 56.9 minutes. The mean operating time for hemiarthroplasty decreased from 97.3 minutes to 66.0 minutes. Mean operating times decreased significantly for all procedures studied, though at different rates, indicating a unique learning curve for each procedure.

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Section: Resultsmentioning

confidence: 99%

“…Furthermore, some residents may simply be more active, doing more cases outside this study. Inexperienced staff may increase operating time [21], and there might be some variations in the experience of the surgical teams that has affected some procedures. Lastly, we were not Fig.…”

Section: Discussionmentioning

confidence: 99%

Learning curves in hip fracture surgery

Bjørgul

Novicoff

Saleh

2010

International Orthopaedics (SICOT)

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“…We chose to measure this particular parameter since the complication risk is dependent on handling of the instruments, the length of the pathway of the instruments and the duration of surgery. 11 , 33 , 34 Furthermore, a visual analogue scale and a validated questionnaire evaluated students' experience of flow and self-efficacy. 35 , 36 Finally students' views on the learning process in the surgical simulator with and without feedback were captured by group interviews.…”

Section: Methodsmentioning

confidence: 99%

Individualized feedback during simulated laparoscopic training: a mixed methods study

et al. 2015

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ObjectivesThis study aimed to explore the value of indi-vidualized feedback on performance, flow and self-efficacy during simulated laparoscopy. Furthermore, we wished to explore attitudes towards feedback and simulator training among medical students.MethodsSixteen medical students were included in the study and randomized to laparoscopic simulator training with or without feedback. A teacher provided individualized feedback continuously throughout the procedures to the target group. Validated questionnaires and scales were used to evaluate self-efficacy and flow. The Mann-Whitney U test was used to evaluate differences between groups regarding laparoscopic performance (instrument path length), self-efficacy and flow. Qualitative data was collected by group interviews and interpreted using inductive thematic analyses.ResultsSixteen students completed the simulator training and questionnaires. Instrument path length was shorter in the feedback group (median 3.9 m; IQR: 3.3-4.9) as com-pared to the control group (median 5.9 m; IQR: 5.0-8.1), p<0.05. Self-efficacy improved in both groups. Eleven students participated in the focus interviews. Participants in the control group expressed that they had fun, whereas participants in the feedback group were more concentrated on the task and also more anxious. Both groups had high ambitions to succeed and also expressed the importance of getting feedback. The authenticity of the training scenario was important for the learning process.ConclusionsThis study highlights the importance of individualized feedback during simulated laparoscopy training. The next step is to further optimize feedback and to transfer standardized and individualized feedback from the simulated setting to the operating room.

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“…At one facility, Prephan 5 found that lack of instrument availability shortly before a procedure was a common occurrence. Studies in urology, orthopedics, and endoscopic gynecological surgery have shown that high stress ratings can be caused by varying degrees of equipment problems, unavailability of instruments, and nurses who are unfamiliar with instrumentation 6‐8 . One study 9 examined surgeons' stressors through observation and self report and found that increases in surgeons' stress were caused by technical, patient, and equipment problems that occurred frequently.…”

Section: Scope Of the Problemmentioning

confidence: 99%

Instrument Readiness: An Important Link to Patient Safety

McNamara¹

2010

AORN Journal

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Identifying Error Pathways during Elbow and Knee Replacements

Cited by 5 publications

References 14 publications

Learning curves in hip fracture surgery

Learning curves in hip fracture surgery

Individualized feedback during simulated laparoscopic training: a mixed methods study

Instrument Readiness: An Important Link to Patient Safety

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