Abstract
‘See it now, avoid it later’... the educational impact of practising surgical approaches on cadavers.
Highlights
MATERIALS AND METHODSParticipants Sixteen participants attended a two-day course held at the University of Bristol
We present our experience of delivering a unique paediatric orthopaedic cadaveric surgical training course for trainee surgeons, using short-stature adults to simulate paediatric anatomy
Participants ranged in stage of training from postgraduate year 6 trainees to post-Certificate of Completion of Training (CCT) fellows, and were from a geographically diverse range of surgical training programmes; 14 in the UK, 2 from elsewhere in Europe
Summary
Participants Sixteen participants attended a two-day course held at the University of Bristol. The faculty consisted of seven consultant surgeons, six of whom have a primary paediatric orthopaedic surgical practice within the NHS (median length of time since consultant appointment was 8 years, range [1–17] years; Table 1). One consultant faculty member was assigned to each table to supervise the participants, provide real-time performance feedback and answer questions. A curriculum-based course schedule was generated by senior faculty consensus, broadly mapped to competencies required for completing postgraduate higher specialist training in the UK. Each pair of participants rotated through all four stations across the day, so each received a total of six hours of supervised cadaveric operating time. Career subspecialist paediatric practice (n) procedure was played, which featured a senior consultant performing the procedure with voice commentary (copies of which were given to participants at the end of the course for their future reference). The questionnaires had been previously piloted by two of the authors
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