Sepehri Aresh, von Roth Philipp, Stoffel Karl, Acklin Yves, Oussedik Sam, Wijburg Bas, Wada Arisa, Cunningham Michael, Masri Bassam A
Department of Orthopaedics, University of British Columbia, Vancouver, British Columbia, Canada; Department of Orthopaedics, Diamond Health Care Centre, 11th Floor - 2775 Laurel Street, Vancouver, British Columbia V5Z 1M9, Canada.
Sporthopaedicum, Bahnhofplatz 27, Straubing, Germany.
Orthop Clin North Am. 2021 Jan;52(1):1-13. doi: 10.1016/j.ocl.2020.08.001. Epub 2020 Oct 27.
Skills training is important in an arthroplasty curriculum and can focus either on "part tasks" or on full procedures. The most commonly used simulations in orthopedics including arthroplasty are anatomic specimens, dry bone models, and virtual or other technology-enhanced systems. A course curriculum planning committee must identify the gaps to address, define what learners need to be able to do, and select the most appropriate simulation modality and assessment for delivery. Each simulation must have a clear structure with learning objectives, steps, and take-home messages. Feedback from learners and faculty must be integrated to improve processes and models for future learning.
技能培训在关节置换课程中很重要，可侧重于“部分任务”或完整手术过程。骨科（包括关节置换）中最常用的模拟方式是解剖标本、干骨模型以及虚拟或其他技术增强系统。课程规划委员会必须找出需要填补的空白，明确学习者需要具备的能力，并选择最合适的模拟方式及评估方法来进行教学。每个模拟都必须有清晰的结构，包括学习目标、步骤和要点。必须整合学习者和教师的反馈，以改进未来学习的流程和模型。
