Title |
The role of simulation in developing surgical skills
|
---|---|
Published in |
Current Reviews in Musculoskeletal Medicine, April 2014
|
DOI | 10.1007/s12178-014-9209-z |
Pubmed ID | |
Authors |
K. S. N. Akhtar, Alvin Chen, N. J. Standfield, C. M. Gupte |
Abstract |
Surgical training has followed the master-apprentice model for centuries but is currently undergoing a paradigm shift. The traditional model is inefficient with no guarantee of case mix, quality, or quantity. There is a growing focus on competency-based medical education in response to restrictions on doctors' working hours and the traditional mantra of "see one, do one, teach one" is being increasingly questioned. The medical profession is subject to more scrutiny than ever before and is facing mounting financial, clinical, and political pressures. Simulation may be a means of addressing these challenges. It provides a way for trainees to practice technical tasks in a protected environment without putting patients at risk and helps to shorten the learning curve. The evidence for simulation-based training in orthopedic surgery using synthetic models, cadavers, and virtual reality simulators is constantly developing, though further work is needed to ensure the transfer of skills to the operating theatre. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
France | 1 | 50% |
Canada | 1 | 50% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 2 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Colombia | 2 | 1% |
Armenia | 1 | <1% |
France | 1 | <1% |
Canada | 1 | <1% |
Belgium | 1 | <1% |
Unknown | 170 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Researcher | 26 | 15% |
Student > Bachelor | 22 | 13% |
Student > Master | 21 | 12% |
Other | 16 | 9% |
Student > Ph. D. Student | 16 | 9% |
Other | 38 | 22% |
Unknown | 37 | 21% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 69 | 39% |
Engineering | 14 | 8% |
Computer Science | 9 | 5% |
Psychology | 7 | 4% |
Nursing and Health Professions | 5 | 3% |
Other | 21 | 12% |
Unknown | 51 | 29% |