Browsing by Subject "Education, Medical, Graduate"

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    Core curriculum (CC) of spinal surgery: A step forward in defining our profession
    (Turkish Association of Orthopaedics and Traumatology, 2014) Acaroğlu E.; Kahraman S.; Şenköylü A.; Berk H.; Caner H.; Özkan S.; Alanay A.; Demirkiran G.; Derincek A.; Erkan S.; Kilinçer C.; Konya D.; Korkusuz P.; Özalay M.; Özgen S.; Seçer H.I.; Simsek S.
    Objective: The aim our study was to establish a core curriculum (CC) for spine surgery incorporating knowledge, skills and attitudes to help define spine surgery as a medical specialty and serve as a guide for specific spine surgery training. Methods: A committee was established to prepare the CC. Five modules were established; Basic Sciences, Spinal Trauma, Degenerative Spine Diseases, Destructive Spine Pathologies and Spinal Deformity. Prepared CC modules were evaluated in a consensus meeting, translated and reevaluated in a second consensus meeting before being accepted as final. Results: In the five modules, 54 subject headings (19 for Basic Sciences, 10 for Spinal Trauma, 4 for Degenerative Spine Diseases, 4 for Destructive Spine Pathologies and 17 for Spinal Deformity) and 165 specific subjects (59 for Basic Sciences, 32 for Spinal Trauma, 10 for Degenerative Spine Diseases, 23 for Destructive Spine Pathologies and 41 for Spinal Deformity) were defined. Learning outcomes and entry and exit criteria were defined for all subjects. Conclusion: This CC may form the basis of spinal surgery training, defining spinal surgery as a medical specialty and help us spine surgeons to develop better defined identities. © 2014 Turkish Association of Orthopaedics and Traumatology.
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    Comparison of the learning curves and frustration level in performing laparoscopic and robotic training skills by experts and novices
    (Kluwer Academic Publishers, 2015) Passerotti C.C.; Franco F.; Bissoli J.C.C.; Tiseo B.; Oliveira C.M.; Buchalla C.A.O.; Inoue G.N.C.; Sencan A.; Sencan A.; do Pardo R.R.; Nguyen H.T.
    Introduction: Robotic assistance may provide for distinct technical advantages over conventional laparoscopic technique. The goals of this study were (1) to objectively evaluate the difference in the learning curves by novice and expert surgeons in performing fundamental laparoscopic skills using conventional laparoscopic surgery (CLS) and robotic-assisted laparoscopic surgery (RALS) and (2) to evaluate the surgeons’ frustration level in performing these tasks. Methods: Twelve experienced and 31 novices in laparoscopy were prospectively evaluated in performing three standardized laparoscopic tasks in five consecutive, weekly training sessions. Analysis of the learning curves was based on the magnitude, rate, and quickness in performance improvement. The participant’s frustration and mood were also evaluated during and after every session. Results: For the novice participants, RALS allowed for shorter time to task completion and greater accuracy. However, significant and rapid improvement in performance as measured by magnitude, rate, and quickness at each session was also seen with CLS. For the experienced surgeons, RALS only provided a slight improvement in performance. For all participants, the use of RALS was associated with less number of sessions in which they felt frustrated, less number of frustration episodes during a session, lower frustration score during and after the session, and higher good mood score. Conclusion: The advantages of RALS may be of most benefit when doing more complex tasks and by less experienced surgeons. RALS should not be used as a replacement for CLS but rather in specific situations in which it has the greatest advantages. © 2015, Springer Science+Business Media Dordrecht.