William S. Halsted established an educational system of graded learning in which surgical postgraduate trainees would, over time, do more and more of an operation as their training progressed. The apprentice model has been in place ever since, but economic pressures and work hour limitations have competed to hurry training along. A popular surgical adage is “see one, do one, teach one”, and under this model, trainees after very limited experience would be empowered to perform procedures on patients. The apprentice model may no longer be working. The National Academy of Science in 1999 and its publication To Err is Human noted that approximately 98,000 deaths occur each year due to medical error.1 In fact, they identified error in the performance of an operation as one of the many causes of mortality. The Institution of Medicine further challenged that alternative methods of surgical training needed to be developed. The cost of training is not cheap. Bridges et al broke down the financial impact of teaching surgical residents in the operating room.2 In 9,733 cases with residents versus 4,719 cases without residents, they found that cases with residents took an additional 12 minutes per case. In their analysis, they charged US$4.29/minute and assumed 1,014 US residents. The cost to society was US$53 million per year to train surgical residents in the operating room. No wonder as we scrutinize costs in the operating room, the most expensive “instrument” seems to be operative time. Halsted’s apprentice model of graded learning seems to work with general surgery in that trainees begin by making the incision, tying a knot, tying a series of knots and then performing simple procedures and eventually complex operations. However, these “open” hand skills are not transferable to laparoscopic procedures. The master “open” general surgeon may not be able to perform the most basic of laparoscopic procedures safely. Laparoscopy uses fixed ports with elongated instruments. Laparoscopy lacks the same tactile feedback and often uses a twodimensional visual system. Tying a traditional two-handed knot does not mean that the surgeon can tie an intracorporeal laparoscopic knot. So simply waiting for a junior resident to become a senior resident does not mean that they would then have the ability to perform laparoscopic surgery. Learning these techniques in the operating room may also prove too costly to the hospital; therefore, new techniques and ideas about how to train surgeons had to evolve. The laparoscopic revolution began in 1987 with laparoscopic cholecystectomy. In the early 1990s, thousands of surgeons began to embark on this new field. Most surgeons would take a weekend course which included operating on a pig before bringing the new instruments into the operating theatre for their next case. Unfortunately, the rate of common bile duct injuries increased five-fold as surgeons not expert in these techniques took on new
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