This project was funded by “start-up” funds by the Department of Surgery, Division of Orthopaedics, University of Toronto The purpose of this study was to determine the impact of an interactive workshop pertaining to optimizing learning in orthopaedics, on academic performance and changed behaviour towards learning during orthopaedic residency training. Themes included: 1) what makes learning orthopaedic surgery unique? 2) creating the learning environment and; 3) preparation for specific milestones.Abstract
Purpose
Case logs have been utilized as a means of assessing residents surgical exposure and involvement in cases. It can be argued that the degree of involvement in operative cases is as important as absolute number of cases logged. A log which contains accurate information on actual participation in surgical cases in addition to self reported competency, is a powerful tool in obtaining a true reflection of surgical experience. Thus a prerequisite for a valuable log is the ability to perform an accurate self-assessment. Numerous studies have shown mixed results when examining residents ability to perform self-assessment on varying tasks. The purpose of the study was to examine the correlation between residents self-assessment and staff surgeons evaluation of surgical involvement and competence in performing primary hip and knee arthroplasty surgery. Self assessment data from 65 primary hip and knee arthroplasty cases involving 17 residents and 17 staff surgeons (93% response rate) was analyzed. Interobserver agreement between residents self perception and staff surgeons assessment of involvement was evaluated using the Intraclass Correlation Coefficient (ICC). An assessment of competency was performed utilizing a categorical global scale and evaluated with the Kappa statistic (k). Furthermore, a structured surgical skills assessment form was piloted as an objective appraisal of resident involvement and comparisons were made to resident and staff perception.Purpose
Method
