OBJECTIVE: Teaching of basic open surgical skills like skin closure has been well established in medical schools' surgical curricula. The same cannot be said for basic arthroscopic skills even though the importance of arthroscopic surgery in Orthopaedics has been well documented. The goal of this study was to evaluate the relationship between basic skills in open surgery and basic arthroscopic skills in a cohort of medical students. Our hypothesis was that performance in open surgical skills does not correlate with skills in arthroscopic surgery. DESIGN: The performance of medical students in basic tasks in open surgery (porcine model: subcutaneous and skin suturing) and arthroscopic surgery (bench top model: arthroscopic triangulation and object transfer) was assessed. For both surgical techniques an introductory course was given followed by a standardized assessment. After 1 week both open and arthroscopic tasks were reassessed. All procedures were recorded and scored by 2 independent observers in a blinded fashion. SETTING: The study was performed at the skills lab of the Clinic for Orthopaedics and Tumororthopaedics at University Hospital Muenster in Muenster Germany. PARTICIPANTS: A cohort of 21 medical students (average age 22.2 years) participated in this study. The cohort consisted of 17 female (81%) and 4 male (19%) students. All students were in the clinical part of their study and had not received any prior surgical education. RESULTS: Interobserver reliability was very high for the arthroscopic tasks and high for the open surgery tasks. No correlation was found between open and arthroscopic skills. For the first assessment the correlation coefficient was r = 0.197 (p = 0.391). For the second assessment the correlation coefficient was r = 0.212 (p = 0.356). Significant improvement from first to second assessment was only found for the arthroscopic tasks (p < 0.0001) while improvement in the open surgery performance failed to reach statistical significance (p = 0.184). CONCLUSIONS: The results of this study suggest that performance in open surgical skills does not correlate with performance in arthroscopic skills and should be taught independent from each other. Arthroscopic skills can effectively be taught with bench top training systems in a timeand resource efficient manner, with measurable results even in a 1-day-course setup. Arthroscopic skills training may be offered in undergraduate curricula in addition to open surgical skills training to students with an interest in Orthopaedics. (C) 2020 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Introduction: A comprehensive proficiency-based curriculum for an advanced, minimally invasive procedure was previously developed and shown to be more educationally effective than conventional surgery training. Objective: To implement and evaluate this proficiency-based curriculum in 2 academic general surgery residency programs in Canada. Setting: Two academic, general surgery residency programs at university hospitals in Ontario, Canada. Methods: An 8-week, proficiency-based curriculum consisted of a didactic component (lectures, small group sessions, assigned readings) and a simulation-based component (proficiency-based training in laparoscopic enteroenterostomy and a simulated operating room crisis scenario). It was offered to postgraduate years 2-5 general surgery residents in 2 academic programs in Canada. Pre- and postcurriculum procedure-specific knowledge and psychomotor skills were assessed using a 25-item knowledge test and a procedure-specific assessment scale. Postcurriculum nontechnical skills were assessed using the Nontechnical Skills for Surgeons scale. Participants' perceptions about the curriculum were assessed using a questionnaire. Direct costs for curriculum implementation were recorded. Results: Twenty-five residents participated in the curriculum across 2 programs. Completion of the curriculum resulted in significant improvement in technical skills (45 [37.5-65] versus 88 [85-93]; P < .01) and demonstration of "acceptable" situational awareness (3 [3-4]), decision-making (3 [3-4]), teamwork and communication (3 [2-4]), and leadership (3 [3-4]) skills. There was no improvement in procedure-specific knowledge (48 [40-64] versus 58 [48-60]; P = .39). Participants perceived all components of the curriculum as educationally valuable, and 96% agreed and/or strongly agreed that this curriculum should continue to be a part of academic curriculum. The average cost of curriculum implementation was $613.05 Canadian dollars per participant. Lack of faculty supervision was the main barrier to implementation with only 65% of participants agreeing and/or strongly agreeing that quantity of faculty supervision was optimal. Conclusions: A comprehensive proficiency-based curriculum for an advanced, minimally invasive procedure was successfully implemented and evaluated at 2 academic general surgery residency programs in Canada. Adequate faculty preceptor resources are essential for widespread implementation. (C) 2019 American Society for Bariatric Surgery. Published by Elsevier Inc. All rights reserved.

Background: The deltopectoral approach for reverse shoulder arthroplasty (RSA) requires subscapularis tenotomy or lesser tuberosity osteotomy. Whether the subscapularis should be repaired at the conclusion of the procedure remains controversial. The present study sonographically assessed the subscapularis after RSA and evaluated the effect of tendon integrity on functional outcome. Methods: All patients who had undergone RSA in the Gold Coast University Hospital between 2005 and 2016 were included. Sonography was performed by a blinded examiner. Function was assessed using the Disabilities of the Arm, Shoulder and Hand, the Constant-Murley, and Oxford Shoulder scores. Internal rotation ability was recorded on a 6-point scale. Results: The study included 43 patients (48 shoulders). Median length of follow-up was 19 months (range, 4-132 months). On sonography, the subscapularis was graded intact in 6 shoulders (13%), intact with mild attenuation in 16 (33%), severely attenuated in 15 (31%), and not intact or absent in 11 (23%). Differences in Disabilities of the Arm, Shoulder and Hand, Constant-Murley, or Oxford Shoulder scores between intact and attenuated or absent subscapularis shoulders were not significant. Internal rotation scores were significantly higher in the intact and mildly attenuated tendon group than in the absent tendon group (U = 1.0, P = .001 and U = 28.5, P = 007, respectively). Conclusions: The present work is the first long- term outcome study of RSA using sonography to assess the subscapularis. Subscapularis integrity did not appear to have a measurable effect on patient outcome as measured by standard scores but was important for internal rotation ability after RSA. (C) 2017 Journal of Shoulder and Elbow Surgery Board of Trustees. All rights reserved.

Objective:The objective of the study was to evaluate the effectiveness of structured training on junior trainees' nontechnical performance in an operating room (OR) environment.Background:Nontechnical skills (NTS) have been identified as critical competencies of surgeons in the OR, and regulatory bodies have mandated their integration in postgraduate surgical curricula. Strong evidence supporting the effectiveness of curricular NTS training, however, is lacking.Methods:Junior surgical residents were randomized to receive either conventional residency training or additional NTS training in a 2-month curriculum. Learning was assessed through a knowledge quiz and an attitudes survey. Nontechnical performance was evaluated by blinded assessment of standardized OR crisis simulations at baseline (BL) and posttraining (PT) using the Nontechnical Skills for Surgeons (NOTSS) and Objective Structured Assessment of Nontechnical Skills (OSANTS) rating systems. Results are reported as median (interquartile ranges).Results:Of 23 participants, 22 completed BL and PT assessments. Groups were equal at BL. At PT, curriculum-trained residents (n=11) scored higher than conventionally trained residents (n=11) in knowledge [12 (11-13) vs 8 (6-10), P<0.001] and attitudes [4.58 (4.37-4.73) vs 4.20 (4.00-4.50), P=0.008] about NTS. In a simulated OR, nontechnical performance of curriculum-trained residents improved significantly from BL to PT [NOTSS: 10 (7-11) vs 13 (10-15), P=0.012; OSANTS: 23 (17-28) vs 31 (25-33), P=0.012] whereas conventionally trained residents did not improve [NOTSS: 10 (10-13) vs 11 (9-14), P=1.00; OSANTS: 26 (24-32) vs 24 (23-32), P=0.713].Conclusions:The results demonstrate the effectiveness of structured curricular training in improving nontechnical performance in the first year of surgical residency, supporting routine implementation of nontechnical components in postgraduate surgical curricula.

BACKGROUND: Residency programs struggle with integrating simulation training into curricula, despite evidence that simulation leads to improved operating room performance and patient outcomes. Currently, there is no standardized laparoscopic training program available for gynecology residents.OBJECTIVE: The purpose of this study was to develop and validate a comprehensive ex vivo training curriculum for gynecologic laparoscopy.STUDY DESIGN: In a prospective, single-blinded randomized controlled trial (Canadian Task Force Classification I) postgraduate year 1 and 2 gynecology residents were allocated randomly to receive either conventional residency training or an evidence-based laparoscopy curriculum. The 7-week curriculum consisted of cognitive didactic and interactive sessions, low-fidelity box trainer and high-fidelity virtual reality simulator technical skills, and high-fidelity team simulation. The primary outcome measure was the technical procedure score at laparoscopic salpingectomy with the use of the objective structured assessment of laparoscopic salpingectomy tool. Secondary outcome measures related to performance in multiple-choice questions and technical performance at box trainer and virtual reality simulator tasks. A sample size of 10 residents per group was planned (n = 20). Results are reported as medians (interquartile ranges), and data were compared between groups with the Mann-Whitney U, chi-square, and Fisher's exact tests (P <= .05).RESULTS: In July 2013, 27 residents were assigned randomly (14 curriculum, 13 conventional). Both groups were similar at baseline. Twenty-one residents (10 curriculum, 11 conventional) completed the surgical procedure-based assessment in the operating room (September to December 2013). Our primary outcome indicated that curriculum-trained residents displayed superior performance at laparoscopic salpingectomy (P = .043). Secondary outcomes demonstrated that curriculum-trained residents had higher performance scores on the cognitive multiple-choice questions (P < .001), the nontechnical skills multiple-choice questions (P = .016), box trainer task time (P < .001), and all virtual reality simulator parameters.CONCLUSION: Participation in a comprehensive simulation-based training curriculum for gynecologic laparoscopy leads to a superior improvement in knowledge and technical performance in the operating room compared with conventional residency training.

Capnocytophaga canimorsus is a gram-negative bacillus present in the oral cavities of 22% to 74% of healthy dogs. Capnocytophaga canimorsus has unique virulence factors that enable it to evade the human immune system and cause life-threatening sepsis following a dog bite. We report a previously well 68-year-old woman who presented with septic shock and multiorgan failure following a seemingly minor dog bite to the finger. The patient required intensive care treatment, intravenous antibiotic therapy, and multiple surgical procedures including amputation of the affected finger. The septicemia and coagulopathy that ensued resulted in gangrene and amputation of additional fingers and toes. The purpose of this report is to raise awareness of this organism among hand surgeons when faced with a patient presenting in septic shock and minimal signs at the site of a dog bite. Copyright (C) 2016 by the American Society for Surgery of the Hand. All rights reserved.

Background: There is no comprehensive simulation-enhanced training curriculum to address cognitive, psychomotor, and nontechnical skills for an advanced minimally invasive procedure.Objectives: 1) To develop and provide evidence of validity for a comprehensive simulation enhanced training (SET) curriculum for an advanced minimally invasive procedure; (2) to demonstrate transfer of acquired psychomotor skills from a simulation laboratory to live porcine model; and (3) to compare training outcomes of SET curriculum group and chief resident group.Setting: University.Methods: This prospective single-blinded, randomized, controlled trial allocated 20 intermediate level surgery residents to receive either conventional training (control) or SET curriculum training (intervention). The SET curriculum consisted of cognitive, psychomotor, and nontechnical training modules. Psychomotor skills in a live anesthetized porcine model in the OR was the primary outcome. Knowledge of advanced minimally invasive and bariatric surgery and nontechnical skills in a simulated OR crisis scenario were the secondary outcomes. Residents in the SET curriculum group went on to perform a laparoscopic jejunojejunostomy in the OR. Cognitive, psychomotor, and nontechnical skills of SET curriculum group were also compared to a group of 12 chief surgery residents.Results: SET curriculum group demonstrated superior psychomotor skills in a live porcine model (56 [47-62] versus 44 [38-53], P < .05) and superior nontechnical skills (41 [38-45] versus 31 [24-40], P < .01) compared with conventional training group. SET curriculum group and conventional training group demonstrated equivalent knowledge (14 [12-15] versus 13 [11-15], P = 0.47). SET curriculum group demonstrated equivalent psychomotor skills in the live porcine model and in the OR in a human patient (56 [47-62] versus 63 [61-68]; P = .21). SET curriculum group demonstrated inferior knowledge (13 [11-15] versus 16 [14-16]; P < .05), equivalent psychomotor skill (63 [61-68] versus 68 [62-74]; P = .50), and superior nontechnical skills (41 [38-45] versus 34 [27-35], P < .01) compared with chief resident group.Conclusion: Completion of the SET curriculum resulted in superior training outcomes, compared with conventional surgery training. Implementation of the SET curriculum can standardize training for an advanced minimally invasive procedure and can ensure that comprehensive proficiency milestones are met before exposure to patient care. (C) 2017 American Society for Metabolic and Bariatric Surgery. All rights reserved.

BACKGROUND:Nontechnical skills are critical for patient safety in the operating room (OR). As a result, regulatory bodies for accreditation and certification have mandated the integration of these competencies into postgraduate education. A generally accepted approach to the in-training assessment of nontechnical skills, however, is lacking. The goal of the present study was to develop an evidence-based and reliable tool for the in-training assessment of residents' nontechnical performance in the OR.METHODS:The Objective Structured Assessment of Nontechnical Skills tool was designed as a 5-point global rating scale with descriptive anchors for each item, based on existing evidence-based frameworks of nontechnical skills, as well as resident training requirements. The tool was piloted on scripted videos and refined in an iterative process. The final version was used to rate residents' performance in recorded OR crisis simulations and during live observations in the OR.RESULTS:A total of 37 simulations and 10 live procedures were rated. Interrater agreement was good for total mean scores, both in simulation and in the real OR, with intraclass correlation coefficients >0.90 in all settings for average and single measures. Internal consistency of the scale was high (Cronbach's alpha = 0.80).CONCLUSION:The Objective Structured Assessment of Nontechnical Skills global rating scale was developed as an evidence-based tool for the in-training assessment of residents' nontechnical performance in the OR. Unique descriptive anchors allow for a criterion-referenced assessment of performance. Good reliability was demonstrated in different settings, supporting applications in research and education.

OBJECTIVES:The aim of the study was to determine whether individualized coaching improved surgical technical skill in the operating room to a higher degree than current residency training.BACKGROUND:Clinical training in the operating room is a valuable opportunity for surgeons to acquire skill and knowledge; however, it often remains underutilized. Coaching has been successfully used in various industries to enhance performance, but its role in surgery has been insufficiently investigated.METHODS:This randomized controlled trial was conducted at one surgical training program. Trainees undergoing a minimally invasive surgery rotation were randomized to either conventional training (CT) or comprehensive surgical coaching (CSC). CT included ward and operating room duties, and regular departmental teaching sessions. CSC comprised performance analysis, debriefing, feedback, and behavior modeling. Primary outcome measures were technical performance as measured on global and procedure-specific rating scales, and surgical safety parameters, measured by error count. Operative performance was assessed by blinded video analysis of the first and last cases recorded by the participants during their rotation.RESULTS:Twenty residents were randomized and 18 completed the study. At posttraining the CSC group (n = 9) scored significantly higher on a procedure-specific skill scale compared with the CT group (n = 9) [median, 3.90 (interquartile range, 3.68-4.30) vs 3.60 (2.98-3.70), P = 0.017], and made fewer technical errors [10 (7-13) vs 18 (13-21), P = 0.003]. Significant within-group improvements for all skill metrics were only noted in the CSC group.CONCLUSIONS:Comprehensive surgical coaching enhances surgical training and results in skill acquisition superior to conventional training.

PURPOSE:Arthroscopic double-row (DR) suture anchor repair of rotator cuff tears has been shown to be superior to most single-row (SR) techniques with regard to footprint reconstruction, load to failure and tendon-to-bone contact pressures. The hypothesis of this study was that the greater contact pressures of DR techniques would compromise blood flow to a higher degree than SR repair. The aim of this experimental study was to evaluate the effect of a DR and a SR technique on tendon blood flow in a sheep model.METHODS:Eighteen sheep underwent detachment and immediate repair of the infraspinatus tendon using either a Mason-Allen or a suture-bridge technique. Tendon blood flow was measured using laser Doppler flowmetry before detachment, immediately after repair and 12 weeks thereafter. Six regions of interest were measured, three over the lateral and three over the medial aspect of the footprint.RESULTS:Immediately after repair, tendon blood flow decreased significantly in both repair groups (P = 0.004). In the SR group, blood flow decreased by 100.1 arbitrary units (AU) (83.6 %) after repair, in the DR by 81.4 AU (90.5 %). Subgroup analysis showed blood flow over the lateral aspect of the footprint decreased by 126.3 AU (92.2 %) in the SR and 84.4 AU (90.9 %) in the DR group, whereas over the medial aspect, it decreased by 73.9 AU (72.0 %) in the SR and 78.5 AU (90.1 %) in the DR group. None of the differences between the groups were significant. At 12 weeks, measured blood flow in the DR group had increased to 90.1 AU (100.2 %) compared to the native tendons and was at 72.5 AU (60.5 %) for the SR group. Again, the difference between SR and DR group was not statistically significant (n.s.). Assessment for retears showed that 4 of 8 tendons (50 %) in the DR group and 3 of 9 tendons (33.3 %) in the SR group had to be classified as re-ruptures.CONCLUSION:Suture anchor repair leads to an intraoperative decrease in tendon blood flow regardless of the repair technique. A significant difference between SR and DR repair was not found. These findings indicate that tendon blood flow should not be a factor to determine the use of either repair technique over the other.

Objective:To evaluate the effectiveness of debriefing and feedback on intraoperative nontechnical performance as an instructional strategy in surgical training. Background:Regulatory authorities for accreditation in North America have included nontechnical skills such as communication and teamwork in the competencies to be acquired by surgical residents before graduation. Concrete recommendations regarding the training and assessment of these competencies, however, are lacking. Methods:Nonrandomized, single-blinded study using an interrupted time-series design. Eleven senior surgical residents were observed during routine cases in the operating room (OR) at baseline and post-training. The Non-Technical Skills for Surgeons (NOTSS) rating system was used. Observers were trained in NOTSS and blinded to the study purpose. Independent of the blinded observations, a surgeon educator conducted intraoperative observations, which served as the basis for the structured debriefing and feedback intervention. The intervention was administered to participants after a set of (blinded) baseline observations had been completed. Primary outcome was nontechnical performance in the OR as measured by the NOTSS system. Secondary outcome was perceived utility as assessed by a post-training questionnaire. Results:Twelve senior trainees were recruited, 11 completed the study. Average NOTSS scores improved significantly from 3.2 (SD 0.37) at baseline to 3.5 (SD 0.43) post-training [t(10) = −2.55, P = 0.29]. All participants felt the intervention was useful, and the majority thought that debriefing and feedback on nontechnical skills should be integrated in surgical training. Conclusions:Debriefing and feedback in the OR may represent an effective strategy to ensure development of nontechnical skills in competency-based education.

Ewing sarcoma, the second most common bone tumor in children and young adults, is an aggressive malignancy with a strong potential to metastasize. Ewing sarcoma is characterised by translocations encoding fusion transcription factors with an EWSR1 transactivation domain fused to an ETS family DNA binding domain. microRNAs are post-transcriptional regulators of gene expression and aberrantly expressed microRNAs have been identified as tumor suppressors or oncogenes in most cancer types. To identify potential oncogenic and tumor suppressor microRNAs in Ewing sarcoma, we determined and compared the expression of 377 microRNAs in 40 Ewing sarcoma biopsies, 6 Ewing sarcoma cell lines and mesenchymal stem cells, the putative cellular origin of Ewing sarcoma, from 6 healthy donors. Of the 35 differentially expressed microRNAs identified (fold change >4 and q<0.05), 19 were higher and 16 lower expressed in Ewing sarcoma. In comparisons between Ewing sarcoma samples with EWS-FLI or EWS-ERG translocations, with differing dissemination characteristics and of primary samples and metastases no significantly differential expressed microRNAs were detected using various stringency criteria. For miR-31, the microRNA with lowest expression in comparison to mesenchymal stem cells, functional analyses were performed to determine its potential as a tumor suppressor in Ewing sarcoma. Two of four miR-31 transfected Ewing sarcoma cell lines showed a significantly reduced proliferation (19% and 33% reduction) due to increased apoptosis in one and increased length of G1-phase in the other cell line. All three tested miR-31 transfected Ewing sarcoma cell lines showed significantly reduced invasiveness (56% to 71% reduction). In summary, we identified 35 microRNAs differentially expressed in Ewing sarcoma and demonstrate that miR-31 affects proliferation and invasion of Ewing sarcoma cell lines in ex vivo assays.

Background. First- and second-year medical students have limited exposure to basic surgical skills. An introductory, comprehensive, simulation-based curriculum in basic laparoscopic skills may improve medical students' knowledge and technical and nontechnical skills and may raise their interest in a career in surgery. The purpose of this study was to (1) design a comprehensive, simulation-based training curriculum (STC) aimed to introduce junior medical students to basic laparoscopic skills and (2) compare structured and supervised learning and practice to a self-directed approach.Methods. Twenty-four, pre-clerkship medical students were allocated randomly to either a supervised (STC) or a self-directed learning and practice (SDL) group. Participants in the STC group received structured training in cognitive, and basic technical and nontechnical domains of laparoscopic surgery, whereas the SDL group was invited to engage in SDL in the same domains.Results. At post-training assessment, basic knowledge about laparoscopic surgery, and attitudes toward nontechnical skills were equivalent between STC and SDL groups. The STC group outperformed (mean +/- standard deviation) the SDL group on a peg transfer task (58 +/- 13 vs 81 +/- 19 seconds; P = .005). Participants in the STC group showed significant within-group improvements in knowledge, technical skill, and in 4 of 5 domains of nontechnical skills, whereas participants in the SDL group showed significant within-group improvement in technical skill and in 1 of 5 domains of nontechnical skills.Conclusion. Participation in the STC resulted in significant gains in knowledge, technical skill, and attitudes toward nontechnical skills. Exposure of junior medical students to this curriculum before their clinical rotations is expected to enhance learning, maintain motivation:, and increase interest in surgery as a future career.

Louridas, Marisa MD; Bonrath, Esther M. MD; Sinclair, Dana A. PhD; Dedy, Nicolas J. MD; Grantcharov, Teodor P. MD, PhD, FACS Author Information

Background Definitions of errors and poor technique in laparoscopic surgery are lacking in modern clinical practice. As a result, educators often base their teaching on personal experience and individual preferences. The objective of this study was to achieve expert consensus regarding these definitions in order to provide a framework for a standardized approach to teaching safe technique and avoiding common errors in laparoscopic surgery. Methods A Delphi survey was conducted with an international panel of experts in laparoscopic surgery. Survey items for definitions and examples of errors and resulting injuries (events) were derived from literature reviews and procedural observations. An online platform was used to administer the survey. Experts were requested to rate their level of agreement regarding survey items on a 5-point Likert-type scale; additional comments were facilitated through free-text entries. Consensus was defined as Cronbach’s α > 0.70. Items that were rated ≥3 (“somewhat agree”) by 75 % or more of the panel were included in the consensus list. The Delphi process was continued until all subsections of the survey met the defined consensus level. Results Two survey rounds were completed with 33 experts from 12 countries (round 1) and 25 experts from nine countries (round 2). Overall consensus was high for both rounds ( α = 0.9). Seventeen definitions and 39 examples of errors and events were included in the final consensus list. Conclusions Standardized definitions and examples of technical errors in laparoscopic surgery were established using a consensus-based approach. These definitions can serve as uniform nomenclature and can be used by educators as a reference guide to ensure standardization in surgical training and performance assessment.

Background. A growing body of evidence suggests that. nontechnical skills (NTS) of surgeons play an important role in patient safety in the operating room and can be improved through specific training interventions. The need to address communication and interpersonal skills in postgraduate medical education has been emphasized by the respective regulatory bodies for accreditation and certification. The present review had 2 purposes: To provide an overview of current approaches to training and assessment of NTS in surgery and to critically appraise the strength of the evidence supporting their effectiveness.Methods. A systematic search of the literature (Ovid MEDLINE; PsycINFO; Embase) was conducted using predefined inclusion criteria. The evidence for the main outcome themes was appraised using the GRADE approach.Results. Of the 2;831 identified records, 23 were selected for qualitative synthesis. Four randomized, controlled trials and 19 observational pre-post studies were reviewed. Significant effects of training were shown for the identified outcome themes (patient-centered communication, teamwork, decision making, coping with stress, patient safety and error management). The overall strength of evidence supporting,training effects on, outcome measures was graded as "moderate" (teamwork), "low" (patient-centered communication, decision making, and coping with stress), and "very low" (patient safety and error management), respectively.Conclusion. Training interventions can have positive effects on residents' nontechnical knowledge, skills, and attitudes. Although the overall strength of evidence is moderate at best, recent interventions provide valuable information regarding instructional strategies and methods for training and assessment of NTS in modern surgical curricula.

OBJECTIVES: The purpose of the present survey was to (1) establish the prevalence of Crew Resource Management (CRM)- and team-training interventions among general surgery residency programs of the United States and Canada; (2) to characterize current approaches to training and assessment of nontechnical skills; and (3) to inquire about program directors' (PDs') recommendations for future curricula in graduate medical education.DESIGN: An online questionnaire was developed by the authors and distributed via email to the directors of all accredited general surgery residency programs across the United States and Canada. After 3 email reminders, paper versions were sent to all nonresponders.PARTICIPANTS AND SETTING: PDs of accredited general surgery residency programs in the United States and Canada.RESULTS: One hundred twenty (47%) PDs from the United States and 9 (53%) from Canada responded to the survey. Of all respondents, 32% (n = 40) indicated conducting designated team-training interventions for residents. Three main instructional strategies were identified: combined approaches using simulation and didactic methods (42%, n = 16); predominantly simulation-based approaches (37%, n = 14); and didactic approaches (21%, n = 8). Correspondingly, 83% (n = 93) of respondents recommended a combination of didactic methods and opportunities for practice for future curricula. A high agreement between responding PDs was shown regarding learning objectives for a proposed team-based training curriculum (alpha = 0.95).CONCLUSIONS: The self-reported prevalence of designated CRM- and team-training interventions among responding surgical residency programs was low. For the design of future curricula, the vast majority of responding PDs advocated for the combination of interactive didactic methods and opportunities for practice. ((c) 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Background and purpose Indications for acromioplasty are based on clinical symptoms and are generally supported by typical changes in acromial morphology on standard radiographs. We evaluated 5 commonly used radiographic parameters of acromial morphology and assessed the association between different radiographic characteristics on the one hand and subacromial impingement or rotator cuff tears on the other. Patients and methods We measured acromial type (Bigliani), acromial slope (AS), acromial tilt (AT), lateral acromial angle (LAA), and acromion index (AI) on standard radiographs from 50 patients with full-thickness supraspinatus tendon tears, 50 patients with subacromial impingement, and 50 controls without subacromial pathology. Results The acromial type according to Bigliani was not associated with any particular cuff lesion. A statistically significant difference between controls and impingement patients was found for AS. AT of controls was significantly smaller than that of impingement patients and cuff-tear patients. LAA of cuff-tear patients differed significantly from that of controls and impingement patients, but LAA of controls was not significantly different from that of impingement patients. Differences between impingement patients and cuff-tear patients were also significant. AI of controls was significantly lower than of impingement patients and of cuff-tear patients. A good correlation was found between acromial type and AS. Interpretation A low lateral acromial angle and a large lateral extension of the acromion were associated with a higher prevalence of impingement and rotator cuff tears. An extremely hooked anterior acromion with a slope of more than 43° and an LAA of less than 70° only occurred in patients with rotator cuff tears.

BACKGROUND:There is no objective scale for assessment of operative skill in laparoscopic gastric bypass (LGBP). The objective of this study was to develop and demonstrate feasibility of use, validity, and reliability of a Bariatric Objective Structured Assessment of Technical Skill (BOSATS) scale.STUDY DESIGN:The BOSATS scale was developed using a hierarchical task analysis (HTA), a Delphi questionnaire, and a panel of international experts in bariatric surgery. The feasibility of use, reliability, and validity of the developed scale were demonstrated by reviewing 52 prospectively collected video recordings of LGBP performed by novice and experienced surgeons.RESULTS:A total of 214 discrete steps were identified in HTA. A total of 12 and 17 panel members completed the first and second round of the Delphi questionnaire, respectively. Consensus among the panel was achieved after the second round (Cronbach's alpha = 0.85). The BOSATS scale demonstrated high inter-rater (intraclass correlation coefficient [ICC] = 0.954; p < 0.001) and test-retest reliability (ICC = 0.99; p < 0.001). Significant differences between BOSATS scores of experienced and novice surgeon groups were noted for the creation of jejunojejunostomy (JJ), gastric pouch, linear stapled gastrojejunostomy (GJ), circular stapled GJ, and hand-sewn GJ. Moderate to high correlations between BOSATS scale and Objective Structured Assessment of Technical Skills Global Rating Scale (OSATS GRS) were seen for JJ (rho = 0.59; p = 0.001), gastric pouch (rho = 0.48; p = 0.0004), linear stapled GJ (rho = 0.70; p = 0.0001), and hand-sewn GJ (rho = 0.96; p < 0.0001).CONCLUSIONS:The BOSATS scale is a feasible to use, reliable, and valid instrument for objective assessment of operative performance in LGBP. Implementation of this scale is expected to facilitate deliberate practice and provide a means for future certification in bariatric surgery.