Part 1 - Feedback in 4 behaviors and Grand Rounds
New Behavior 1 - after every half session of clinic / every surgical case with a resident (could be as your closing?), ask them “What do you think went well?” & “What do you think you did well?” When they answer, nod affirmingly, thank them and move on with your day. Resist the urge to discuss more.
New Behavior 2 - after their response, tell them if you agree or not and why; then, you tell them “I think [XYZ] went well and you did [ABC] well.” Thank them for participating and move on with your day. Resist the urge to discuss what went poorly or what you would change, do better.
New Behavior 3 - then ask “What would you do differently?” When they answer, nod affirmingly (or mysteriously), thank them and move on with your day. Resist the urge to discuss more.
New Behavior 4 - after their response, tell them if you agree or not and why; then, you tell them “I think you/we could have done [XYZ]. Next time, consider [ABC].” Then thank them for participating and go on with your day.
Grand Rounds - understand the evidence and science of feedback and the Pendleton Method with educationalist Chitra Subramaniam PhD (education), toward a better practice of formative feedback
Part 2 - Competency and the O-Score
New Behavior 1 - For the next short week, before each case you perform with a resident (A) ask them to rate their expected performance on the scale of 1-5 below and then (B) perform the procedure toward that rating and (C) discuss their performance relative to their rating after the case.
New Behavior 2 - For the next week, after each case you perform with a resident (A) ask them to rate their performance on the scale of 1-5 below and then (B) you rate them on their performance; and finally (C) compare and discuss.
Grand Rounds - understand competency based surgical education and the O-Score, towards a better practice of formative feedback with Markuu Nousiainen MD, MEd, FRCS
XR in Orthopaedic Surgery Education
While orthopaedic surgery is among the most demanding in medicine for exacting and sequence oriented technical execution, our learners remain focused on mentorship based hands-on learning in the real-time OR environment that is primarily supplemented by strong cognitive efforts outside of the operating room. Unlike other performance based disciplines such as sports or performing arts, rehearsals, practices, scrimmages and the like remain secondary. And unlike other life-or-death engaging fields like aviation, technology and innovation driven simulation is not forefront. Recently, however, there has been emerging interest in the implementation of XR to enhance orthopaedic surgical education and evidence to support it. Therefore, in 2021, we plan to:
- Incorporate VR based simulation training into orthopaedic surgery Intern Education and structured curricula for trauma, arthroplasty and arthroscopy
- Include orthopaedic surgery residents and their teachers as learners
- Engage partner institutions for the comparative analysis of meaningful variables and outcomes (Duke, UCSF, HSS)
- Collaborate with other surgical XR colleagues toward the development of a NSF proposal to advance XR-based medical education
