The medial malleolus, once believed to be the primary stabilizer of the ankle, has been the topic of conflicting clinical and biomechanical data for many decades. Despite the relevant surgical anatomy being understood for almost 40 years, the optimal treatment of medial malleolar fractures remains unclear, whether the injury occurs in isolation or as part of an unstable bi- or trimalleolar fracture configuration. Traditional teaching recommends open reduction and fixation of medial malleolar fractures that are part of an unstable injury. However, there is recent evidence to suggest that nonoperative management of well-reduced fractures may result in equivalent outcomes, but without the morbidity associated with surgery. This review gives an update on the relevant anatomy and classification systems for medial malleolar fractures and an overview of the current literature regarding their management, including surgical approaches and the choice of implants. Cite this article: Abstract
As residency training programmes around the globe
move towards competency-based medical education (CBME), there is
a need to review current teaching and assessment practices as they
relate to education in orthopaedic trauma. Assessment is the cornerstone
of CBME, as it not only helps to determine when a trainee is fit
to practice independently, but it also provides feedback on performance
and guides the development of competence. Although a standardised
core knowledge base for trauma care has been developed by the leading
national accreditation bodies and international agencies that teach
and perform research in orthopaedic trauma, educators have not yet established
optimal methods for assessing trainees’ performance in managing
orthopaedic trauma patients. This review describes the existing knowledge from the literature
on assessment in orthopaedic trauma and highlights initiatives that
have recently been undertaken towards CBME in the United Kingdom,
Canada and the United States. In order to support a CBME approach, programmes need to improve
the frequency and quality of assessments and improve on current
formative and summative feedback techniques in order to enhance
resident education in orthopaedic trauma. Cite this article:
