Orthopaedic Boot Camp II: Examining the retention rates of an intensive surgical skills course

Sonnadara, Ranil; Garbedian, Shawn; Safir, Oleg; Nousiainen, Markku; Alman, Benjamin A.; Ferguson, Peter C.; Kraemer, William J.; Reznick, Richard K.

doi:10.1016/j.surg.2012.03.017

Cited by 66 publications

(46 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A more categorical analysis of cost has shown that the largest proportion is related to the use of cadavers followed by associated materials, labor, artificial models, and standardized patients. Despite these costs, we believe that they are worth the augmented learner and trainer satisfaction and enhanced learning outcomes [14,15]. In fact, implementing a month-long, laboratory-based surgical skills training program (''Boot Camp'') at the onset of the competency-based curriculum program has been shown to greatly advance the knowledge and skills of new trainees [12,15].…”

Section: Discussionmentioning

confidence: 99%

“…In addition to simulation, the competency-based curriculum training program uses focused teaching curricula, intensive summative and formative feedback sessions, and multiple assessment tools in the clinical environment to assess trainee competence. Augmented learner and trainer satisfaction has been accompanied by direct evidence of improved and more effective learning outcomes in the competency-based curriculum residents [14,15]. In previous work we have shown that enrolling trainees in the month-long, laboratory-based training course (Boot Camp) at the onset of the competencybased curriculum greatly enhances the knowledge and skills of new trainees up to the level of senior residents [12,15].…”

Section: Introductionmentioning

confidence: 98%

“…In previous work we have shown that enrolling trainees in the month-long, laboratory-based training course (Boot Camp) at the onset of the competencybased curriculum greatly enhances the knowledge and skills of new trainees up to the level of senior residents [12,15]. These improvements have been shown to be maintained long after completion of the course [14]. Furthermore, this type of simulation-based teaching may privilege nontechnical skill development and later clinical learning [10].…”

Section: Introductionmentioning

confidence: 99%

“…Simulation-based training allows trainees to practice skills in a low-pressure environment, without risk to patients, and allows trainees to make and learn from mistakes before they occur in surgery [13]. Previous research has shown that simulation can be highly effective for learning technical and nontechnical surgical skills [3,4,9,[14][15][16][17] and that the skills learned can transfer to clinical settings [5]. Furthermore, simulation-based training can shorten the learning curve, enhance later intraoperative learning [8,14], and improve patient outcomes [19].…”

Section: Introductionmentioning

confidence: 99%

“…Previous research has shown that simulation can be highly effective for learning technical and nontechnical surgical skills [3,4,9,[14][15][16][17] and that the skills learned can transfer to clinical settings [5]. Furthermore, simulation-based training can shorten the learning curve, enhance later intraoperative learning [8,14], and improve patient outcomes [19]. For example, one study has shown that general surgery residents who have undergone simulation training for laparoscopic inguinal hernia repair have had higher intraoperative performance scores, fewer postoperative and intraoperative complications, and less in-hospital stay compared with residents who used a conventional surgical training curriculum [19].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Simulation for Teaching Orthopaedic Residents in a Competency-based Curriculum: Do the Benefits Justify the Increased Costs?

Nousiainen

McQueen

Ferguson

et al. 2016

Clinical Orthopaedics &Amp; Related Research

Self Cite

View full text Add to dashboard Cite

Background Although simulation-based training is becoming widespread in surgical education and research supports its use, one major limitation is cost. Until now, little has been published on the costs of simulation in residency training. At the University of Toronto, a novel competency-based curriculum in orthopaedic surgery has been implemented for training selected residents, which makes extensive use of simulation. Despite the benefits of this intensive approach to simulation, there is a need to consider its financial implications and demands on faculty time. Questions/purposes This study presents a cost and faculty work-hours analysis of implementing simulation as a teaching and evaluation tool in the University of Toronto's novel competency-based curriculum program compared with the historic costs of using simulation in the residency training program. Methods All invoices for simulation training were reviewed to determine the financial costs before and after implementation of the competency-based curriculum. Invoice items included costs for cadavers, artificial models, skills laboratory labor, associated materials, and standardized patients. Costs related to the surgical skills laboratory rental fees and orthopaedic implants were waived as a result of special arrangements with the skills laboratory and implant vendors. Although faculty time was not reimbursed, faculty hours dedicated to simulation were also evaluated. The academic year of 2008 to 2009 was chosen to represent an academic year that preceded the introduction of the competency-based curriculum. During this year, 12 residents used simulation for teaching. The academic year of 2010 to 2011 was chosen to represent an academic year when the competency-based curriculum training program was functioning parallel but separate from the regular stream of training. In this year, six residents used simulation for teaching and assessment. The academic year of 2012 to 2013 was chosen to represent an academic year when simulation was used equally among the competencybased curriculum and regular stream residents for teaching 123 Clin Orthop Relat Res (2016) 474:935-944 DOI 10.1007/s11999-015-4512-6 Clinical Orthopaedics and Related Research ® A Publication of The Association of Bone and Joint Surgeons® (60 residents)and among 14 competency-based curriculum residents and 21 regular stream residents for assessment. Results The total costs of using simulation to teach and assess all residents in the competency-based curriculum and regular stream programs (academic year 2012-2013) (CDN 155,750, USD 158,050) were approximately 15 times higher than the cost of using simulation to teach residents before the implementation of the competencybased curriculum (academic year 2008-2009) (CDN 10,090, USD 11,140). The number of hours spent teaching and assessing trainees increased from 96 to 317 hours during this period, representing a threefold increase. Conclusions Although the financial costs and time demands on faculty in running the simulation program in...

show abstract