jnl:atesok2016
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| ====Commentary==== | ====Commentary==== | ||
| - | * The article starts with usual reasons for adopting simulation | + | * This review |
| * It discusses the importance of transferability and retention | * It discusses the importance of transferability and retention | ||
| * Transferability has been shown in orthopaedic simulation, but is affected by variables | * Transferability has been shown in orthopaedic simulation, but is affected by variables | ||
| Line 16: | Line 16: | ||
| * long-term (3 months to years). | * long-term (3 months to years). | ||
| * Few studies in Orthopaedics | * Few studies in Orthopaedics | ||
| - | * Casts (Sonnadara) | + | * Casts ([[jnl: |
| * Arthroscopy | * Arthroscopy | ||
| * Shoulder | * Shoulder | ||
| Line 23: | Line 23: | ||
| * Studies from other specialties over long term suggests that you must use the skills or they will deteriorate | * Studies from other specialties over long term suggests that you must use the skills or they will deteriorate | ||
| * "The goal of simulation-based courses should be to make training to proficiency levels quicker and safer than with traditional methods, not necessarily to make surgeons expert in the long term" | * "The goal of simulation-based courses should be to make training to proficiency levels quicker and safer than with traditional methods, not necessarily to make surgeons expert in the long term" | ||
| + | |||
| + | ===Table 1 (which is available online and I included as a sample below) provides a summary of Studies on Retention of Skills After Simulation-based Training in Specialties Other Than Orthopaedic Surgery === | ||
| + | |||
| + | ^Study | ||
| + | |Stefanidis et al17 |15; Simulator group (n = 11) versus control group (n = 4)|Laparoscopic suturing |Performance scored on the basis of time and errors| immediate and 5mo | The simulator group had better performance than did the control group at both immediate and 5mo tests (P ,0.001). The simulator group performance deteriorated at 5 mo in the absence of practice (P ,0.05). No further training or surgical exposure occurred in either group during follow-up.| | ||
| + | |||
| + | === Other Notes=== | ||
| + | * [[co:Spaced Learning]] or practice helps retention. Article suggests " | ||
| + | * Use of simulation as "warm up" or " | ||
| + | * lapse in practice does cause decay in skills learnt in a simulator. Tasks that are more difficult to learn decay faster | ||
| + | * There is a need: " | ||
| + | * Is boot-camp style concentrated practice (i.e. massed learning), better than longitudinal experience (spaced learning)? | ||
| + | * ABOS does not currently assess surgical competency: " | ||
| ====Source==== | ====Source==== | ||
| Atesok, K., Satava, R. M., Van Heest, A., Hogan, M. C. V., Pedowitz, R. A., Fu, F. H., … Hurwitz, S. R. (2016). Retention of skills after simulation-based training in orthopaedic surgery. Journal of the American Academy of Orthopaedic Surgeons, 24(8), 505–514. https:// | Atesok, K., Satava, R. M., Van Heest, A., Hogan, M. C. V., Pedowitz, R. A., Fu, F. H., … Hurwitz, S. R. (2016). Retention of skills after simulation-based training in orthopaedic surgery. Journal of the American Academy of Orthopaedic Surgeons, 24(8), 505–514. https:// | ||
jnl/atesok2016.1558080972.txt.gz · Last modified: 2020/03/24 02:34 (external edit)
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