Chief Resident & Research Fellow, Department of Orthopaedics, Golden Jubilee National Hospital, Clydebank, UK; MBChB Module Organiser, Department of Orthopaedics & Trauma, University of Edinburgh, UK; Clinical Teaching Fellow, Medical Education Directorate, NHS Lothian, UK.
Consultant Orthopaedic Surgeon, Department of Trauma & Orthopaedics, NHS Fife, UK; Honorary Senior Lecturer, University of St Andrews Medical School, UK; Associate Postgraduate Dean (Quality), NHS Education for Scotland, UK.
Surgeon. 2023 Aug;21(4):217-224. doi: 10.1016/j.surge.2022.04.009. Epub 2022 May 24.
The aims were to assess the utility of: 1) virtual reality-mediated simulation, and 2) a multi-modality 'Bootcamp' in the delivery of total knee arthroplasty (TKA) teaching to orthopaedic surgical trainees.
Surgical training opportunities are diminished as a result of the COVID-19 pandemic which may result in delays to training completion and gaps in the permanent workforce. Modern and technology-enhanced learning methods have been identified as having the potential to support high-quality and sustainable education.
This mixed-methods study assessed the educational benefit of two activities designed to teach TKA to junior (ST1-3) orthopaedic trainees. A multi-modality training Bootcamp was delivered that included: virtual reality (VR) and saw-bone simulation; tutorials, and case-based symposia. The VR component was delivered to different participants (surgical trainees, scrub nurses, and consultants) on a further two separate occasions. Qualitative and quantitative data were collected pertaining to utility and performance.
Trainees reported that the Bootcamp improved comprehension of arthroplasty principles including component alignment, knee balancing, and intraoperative strategies. Case-based discussions helped develop diagnostic and decision-making skills. The VR activity improved understanding of the surgical process map, increased ability to anticipate steps, and consider the procedure strategically. All staff groups found the VR activity beneficial and would recommend it as a useful addition to a surgical department.
VR-mediated simulation could augment the education of surgical trainees and scrub team staff by improving comprehension of the surgical process map. Integrated multi-modality 'Bootcamp-style' training activities constructed around trainees' needs may provide a sustainable solution to bridge the experience gap related to reduced exposure to elective orthopaedic practice.
评估以下两种方法在全膝关节置换术（TKA）教学中的应用效果：1）虚拟现实介导的模拟，2）多模式“训练营”。
由于 COVID-19 疫情，外科培训机会减少，这可能导致培训完成延迟，并导致永久劳动力出现缺口。现代和技术增强型学习方法已被确定为具有支持高质量和可持续教育的潜力。
这项混合方法研究评估了两项旨在教授初级（ST1-3）骨科受训者 TKA 的活动的教育效益。开展了多模式培训训练营，包括虚拟现实（VR）和锯骨模拟；教程和基于案例的研讨会。VR 组件在另外两个不同的场合提供给不同的参与者（外科受训者、刷手护士和顾问）。收集了与效用和绩效相关的定性和定量数据。
受训者报告说，训练营提高了对关节置换原则的理解，包括组件对齐、膝关节平衡和术中策略。基于案例的讨论有助于发展诊断和决策技能。VR 活动提高了对手术过程图的理解，增加了预测步骤和战略性考虑手术的能力。所有工作人员都认为 VR 活动有益，并会推荐它作为外科部门的有用补充。
VR 介导的模拟可以通过提高对手术过程图的理解，增强外科受训者和刷手团队人员的教育效果。围绕受训者需求构建的集成多模式“训练营式”培训活动可能为缩小因减少接触择期骨科实践而导致的经验差距提供可持续的解决方案。
